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A  COURSE  IN  CITIZENSHIP 
AND  PATRIOTISM 

BY 

ELLA  LYMAN  CABOT 

FANNIE  FERN  ANDREWS 

FANNY  E.  COE,  MABEL  HILL 

MARY  McSKIMMON 


WITH  AN  INTRODUCTION  BY 

WILLIAM  HOWARD  TAFT 


HOUGHTON  MIFFLIN  COMPANY 

BOSTON   NEW  YORK   CHICAGO 

0[.})t  IMttx^itit  pre^^  Cambridge 


COPYRIGHT,  I914,  I9l8(  BY  HOUGHTON  MIFFLIN  COMFANT 
ALL  RIGHTS  RESERVED 


CAMBRIDGE  .  MASSACHUSETTS 
U  .  S  .  A 


PREFACE  TO  THE  REVISED  EDITION 

DuBiNG  the  four  years  since  the  first  edition  of  this 
book  was  printed,  the  world  has  been  moved,  shaken, 
recreated.  The  war  began  with  indignation  against  the 
invasion  of  an  innocent  nation.  That  indignation  has 
ignited  the  world.  In  its  flame  lesser  issues  have  turned 
to  ashes.  Precious  ideals  emerge  purified  and  new-seen, 
purged  of  formalism,  stripped  of  convention. 

Chivalry  to  the  weak,  hberty  of  choice,  self-govern- 
ment, membership  with  one  another,  self-sacrifice, 
truth  to  one's  pledges,  —  we  cannot  use  these  phrases 
any  longer  without  seeing  Armenia,  Belgimn,  Poland, 
Alsace-Lorraine. 

This  Course  in  Citizenship  and  Patriotism,  pub- 
lished in  1913,  was  an  expression  of  the  belief  of  a 
group  of  teachers  and  school  officers  of  varied  experi- 
ence that  citizenship,  chivalry,  good  will,  honor,  and 
firmness  in  the  right  as  God  gives  us  to  see  the  right, 
not  only  could  but  must  be  taught  if  our  nation  was  to 
siu^ve.  The  new  edition  has  been  changed  to  meet  the 
changes  in  spiritual  experiences  of  these  enlightening 
years.  It  is,  we  believe,  in  full  conformity  with  the 
spirit  of  President  Wilson's  message  to  School  Officers, 
a  message  that  has  the  sanction  of  a  command.  **I 
urge  that  teachers  and  other  school  officers  increase 
materially  the  time  and  attention  devoted  to  instruc- 
tion beariQg  directly  on  the  problems  of  community 
and  national  life." 

The  Course  in  Citizenship  deals  at  the  outset  with 


4GC9t>7 


iv  PREFACE 

simple  problems  of  home  and  neighborhood  commmiity 
life,  as  they  touch  and  mould  Uttle  children;  it  goes  on 
in  the  fourth,  fifth,  and  sixth  grades  to  civic  and  na- 
tional problems;  in  the  seventh  and  eighth  grades  it 
enlarges  the  outlook  to  that  of  international  |:ies  and 
duties,  those  ties  and  those  duties  of  which  the  United 
States  can  never  again  be  unmindful.  That  such  a  study 
is  of  value  is  almost  self-evident. 

Soldiers  must  win  the  war,  but  it  is  largely  parents 
and  teachers  who  must  make  the  war  worth  winning. 
The  precious  generation  of  children  whose  fathers  and 
mothers  have  borne  the  sacrifice,  they  it  is  who  must 
see  to  it  that  these  dead  have  not  died  in  vain. 

Ella  Lyman  Cabot,  Editor. 
Fannie  Fern  Andrews, 
Fanny  E.  Coe, 
Mabel  Hill, 
Mary  McSkimmon. 


CONTENTS 

Introduction:  By  William  Howard  Taft   .    .    .    .  xi 

To  THE  Teacher:  By  Ella  Lyman  Cabot 

The  Need  of  a  Course  in  Citizenship XV 

Plan  of  the  Course xvi 

Relation  to  the  School  Currciulum xviii 

GRADE  I 

Home:  By  Mary  McSkimmon 

Introduction 1 

September:  Kindness  to  Playmates        2 

October:      Kindness  to  Animals 8 

November:  Responsibility    for    Cleanliness    and 

Care 12 

December:  Making  Others  Happy 16 

January:      Faithfulness 20 

February:  The  Kindness  of  Great  Men  ....  27 

March:        Generosity       SO 

April:          Kindness  shown  by  Good  Manners      .  35 

May:  Avoiding  Quarrels  and  Making  Peace  40 
June:           Protection  and   Care  of  Plants  and 

Flowers 4r 

GRADE  n 

School  and  Playground:  By  Mary  McSkimmon 

Introduction 47 

September:  Sympathy 47 


vi  CONTENTS 

October:      Obedience 02 

November:  HELPFUiiNESs 65 

December:   Gratitude .  58 

January:      Other  Homes  than  Ours 62 

February:    Childhood  of  Great  Men 65 

March:         Keeping  One's  Word 68 

April:  Helpfulness  to  the  Old  and  Feeble  .  72 

May:  Peace  among  the  Children      ....  76 

June:  The  Golden  Bule 81 

GRADE  m 
The  Neighborhood:  By  Ella  Lyman  Cabot 

Introduction .    86 

September:  Who  is  My  Neighbor? 87 

October:      Ways  of  Service 90 

November:  Perseverance 93 

December:  Hospitality 98 

January:     Thoughtfulness  and  Respect  for  Au- 
thority      102 

February:    Fair  Play  and  Unselfishness       .    .    .104 

March:         Good  Work 109 

April:           Cheerfulness  under  Defeat  and  Suf- 
fering        114 

May:  Peace  among  Neighbors       119 

June:  Working  Together       124 

GRADE  IV 
Town  and  City:  By  Mabel  Hill 

Introduction ,    ,    ,    .  128 

September:  The  Influence  of  the  Home  ....  180 


CONTENTS 


vu 


October: 

November; 

December: 

January: 

February: 

March: 

April: 

May: 
June: 


The  Influence  of  the  School     .    .    •  1S6 

Care  of  Public  Property 142 

Public  Health  and  Public  Charity  .  148 
Fire  and  Police  Department  ....  154 
Obedience  to  Community  Laws  .  .  .  160 
Loyalty  to  Public  Officials  .  .  .  .164 
Good  Will  among  all  Classes  of  Citi- 
zens       \ 169 

Good  Will  among  all  Communities  .    .  175 


How  We  can  Help  our  Communities  180 


GRADE  V 
The  Nation:  By  Ella  Lyman  Cabot 

Introduction 185 

SEPTiaiBER:  Pioneers 187 

October:      The  Contribution  of  Each  Race  to 

American  Life 193 

November:  Government  by  the  People     .    .    •    .  198 

December:  E  Pluribus  Unum 202 

January:      Responsibility  of  Each  Citizen  .    .    .  205 

February:    Great  Americans 210 

March:         Social  Service 215 

April:  Patriotism 219 

May:  Friendship  with  Other  Nations       .    .  223 

June:  .  How  We  can  Serve  Our  Country  .    .  227 


GRADE  VI 
American  Ideals:  By  Fanny  E.  Cob 

Introduction 

September:  Sympathy  and  Courtesy  .    .    .    . 


280 


viii  CONTENTS 

October:  Honesty 238 

November:  Courage  to  Overcome  Difficulties      .  241 

December:  Regard  for  the  Truth 246 

January:  Reverence 250 

February:  Self-Control 258 

March:  Regard  for  Civic  Beauty 263 

April:  Thrift  and  Industry 267 

May:  Heroes  of  Peace 271 

June:  The  Working  Members  of  Society      .  276 


GRADE  VII 

The  United  States  and  the  World:  By  Fannie 

Fern  Andrews 

Introduction 282 

September:  Our  Beginnings  in  Europe  ....  284 
October:      The  Influence    of    Europe    on    Our 

Early  History         291 

November:  The  United  States  in  the  Napoleonic 

Period 297 

December:  European  Interest  in  Spanish  America  800 
January:      The  United  States  a  Melting-Pot  for 

Races 304 

February:    The  Influence  of  the  United  States 

ON  Asia  and  Africa       307 

March:         The  United  States  and  the  American 

Continent 311 

April:  The  United  States  and  the  World's 

Culture 315 

May:  The  United  States  and  World  Broth- 
erhood       318 

Ju:&fE:  American    Ideals  yet  to  be  Achieved  322 


CONTENTS  ix 

GRADE  Vin 

The  World  Family:  By  Fannie  Fern  Andrews 

Introduction 326 

September:  National  Characteristics 328 

October:      Each   Nation's   Contribution   to   the 

World       332 

November:  "Above  All  Nations  is  Humanity"  .  337 
December:  Interdependence  of  Nations  ....  342 
January:  Justice  and  Honor  between  Nations  .  348 
February:  Effects  of  War  between  Nations  .  .  354 
March:         Growth   of   Law   as   an   Agency   for 

PROMOTING  Good  Will 359 

April:  Agreements  between  Nations      .    .    .  362 

May:  World  Conferences  Leading  to  World 

fedeila.tion 367 

June:  How  can  we  be   of    Service  in  the 

World  Family 374 

INDEX      .    ; 881 


INTRODUCTION 

I  HAVE  great  pleasure  in  writing  the  introduction  to 
this  course  in  citizenship.  It  has  been  prepared  by 
teachers  who  know,  much  better  than  I  do,  the  capacity 
of  the  child,  during  the  eight  years  from  six  to  fourteen, 
to  take  in  the  ideas  that  this  course  seeks  to  inculcate. 
In  this  respect  it  is  a  practical  work.  The  reputation  and 
experience  of  its  authors  insure  this.  I  have  been  given 
the  privilege  of  reading  many  of  the  chapters  of  the 
book  and  of  examining  with  care  a  synopsis  of  its  con- 
tents and  its  general  plan  of  arrangement.  These  justify 
my  expressing  an  opinion  in  regard  to  it  from  the  stand' 
point  of  one  who  is  profoundly  impressed  with  the  neces- 
sity for  stirring  in  the  heart  of  the  child  patriotism  and 
an  ambition  to  do  effective  public  service  as  a  citizen. 

In  the  early  years,  the  lessons  given  are  simple,  with 
the  intention  of  promoting  kindness  to  one's  fellows  and 
to  animals,  and  helpfulness  at  home  and  in  school,  and 
are  well  calculated  to  neutralize  the  natural  tendency  in 
the  child  to  selfishness. 

The  chapter  on  manners  struck  me  as  admirably 
adapted  to  remedy  a  growing  evil  among  children 
trained  in  American  homes  and  in  American  schools. 
The  danger  of  the  coming  generation  is  a  lack  of  respect 
for  authority  and  a  lack  of  sense  of  obligation  to  ob- 
serve the  rights  and  the  comfort  of  others.  Cardinal 
Newman  said  that  a  gentleman  was  one  who  gave  an- 
other no  unnecessary  pain.  I  am  sorry  to  say  that  with 
the  lax  home  discipline  and  the  undue  prominence  and 


xii  INTRODUCTION 

demoralizing  importance  that  we  give  to  the  wishes  and 
whims  of  our  children,  it  is  of  the  highest  importance  to 
refresh  the  curriculum  of  our  primary  schools  with  in- 
struction, iterated  and  reiterated,  upon  this  very  im- 
portant part  of  a  child's  character,  which  cannot  but  seri- 
ously affect  the  future  man  or  woman.  We  hope  and 
believe  that  there  is  a  wide  improvement  in  the  increase 
of  the  fraternal  spirit  and  of  the  social  sense.  Nowhere 
can  this  progress  be  clinched  for  the  next  generation  so 
well  as  in  our  primary  and  intermediate  schools.  There 
is  no  necessary  connection  between  democracy  and  rude- 
ness and  slouchy  conduct  and  manner.  There  is  no 
necessary  connection  between  democracy  among  adults 
and  in  government  and  a  lack  of  discipline  in  our  schools. 
There  is  no  necessary  causal  connection  between  an 
abolition  of  privilege,  caste  and  class,  and  bad  man- 
ners. The  strikes  among  school-children  that  we  have 
noted  in  the  public  press  in  various  important  cities  are 
a  most  discouraging  sign  of  the  kind  of  discipline  that 
these  children  have  had  at  home  and  in  the  schools.  It 
is  just  such  an  evil  that  this  course  in  citizenship  will 
help  to  remedy. 

When  we  reach  the  higher  grades  of  the  course,  an 
examination  of  the  poems  and  stories  used,  and  the 
methods  adopted,  to  arouse  patriotism  in  the  boys  and 
girls,  strongly  commends  them.  Of  course,  a  child  cannot  > 
be  given  a  proper  preparation  for  good  citizenship  unless 
love  of  country  is  implanted  in  his  heart.  The  struggles, 
courage,  self-sacrifice,  and  heroism  of  our  ancestors  as 
pioneers  in  winning  the  East  and  the  West,  and  in  the 
Revolution,  in  the  War  of  1812,  in  the  Civil  War,  and  in 
the  present  World  War  are  all  legitimate  instrumentali- 
ties with  which  first  to  awaken  the  interest  of  the  child  in 


INTRODUCTION  xiii 

the  story,  and  then  to  give  his  country  a  personality, 
for  which  a  concrete  affection  is  thus  inspired  in  him. 

I  am  glad  to  observe,  too,  that  in  a  number  of  the 
chapters  there  is  brought  home  to  the  child  the  neces- 
sity for  siding  with,  sympathizing  with,  and  actively 
aiding,  officials  charged  with  the  execution  of  the  law. 
In  the  Anglo-Saxon  idea  of  government  there  was  a 
sense  of  personal  responsibility  on  the  part  of  the  private 
individual  for  the  proper  conduct  of  government  and  of 
identity  with  it.  The  part  that  a  jury  took  in  the  admin- 
istration of  justice  in  the  English  law  was  a  significant 
illustration  and  enforcement  of  this  personal  respon- 
sibility. In  continental  monarchical  forms  of  govern- 
ment, however,  the  state  was  an  entity  different  from 
the  people,  and  the  ordinary  subject  had  the  view  that 
the  government  should  have  agents  to  enforce  the  law 
and  that  he  need  have  no  anxiety  or  care  in  regard  to 
it.  There  are  lessons  in  this  book,  which  if  absorbed  by 
the  child  —  and  they  are  simple  enough,  it  seems  to  me, 
for  him  to  absorb  them  —  will  certainly  fix  in  his  mind 
the  identity  of  his  interest  with  that  of  the  government. 

Then  there  is  a  most  wholesome  course  on  our  duty  to 
welcome  to  this  country,  as  a  refuge,  the  poor  and  con- 
gested peoples  of  other  countries,  who  will  show  their 
appreciation  of  the  opportunities  given  them  by  becom- 
ing law-abiding,  patriotic  citizens  and  contributing,  in 
their  sturdy  industry,  prudential  virtues,  and  civic  ac- 
tivity, to  the  general  welfare. 

Then  there  are  much-needed  lessons  in  this  course  to 
impress  upon  the  youth  who  are  to  receive  them  the  idea 
that  we  are  not  the  only  people  in  the  world;  that  we 
should  earnestly  cultivate  friendship  and  sympathy  with 
other  peoples,  and  that  we  should  only  enter  war  for  a 


xiv  INTRODUCTION 

righteous  cause,  but  that  when  we  do  we  must  sacrifice 
everything,  our  Hves  if  need  be,  to  win  the  victory  and 
maintain  the  right.  These  lessons  will  also  arouse  the 
proper  aspiration  for  a  settlement  of  international  dis- 
putes by  peaceable  methods. 

Running  through  the  book  is  a  correct  appreciation  of 
the  great  benefits  that  we  have  received  from  past  gen- 
erations and  of  the  importance  of  preserving  them.  The 
poems  and  stories  have  been  selected  with  care,  and  are 
an  earnest  of  the  success  with  which  the  book  can  be 
used.  Beginning  with  the  municipal  government  and 
then  dealing  with  the  state  and  federal  government, 
the  lessons  explain  our  complicated  political  system  in  a 
simple  way.  Of  course,  the  interest  of  the  child  will  first 
be  most  easily  caught  by  object  lessons  in  the  functions 
that  are  daily  performed  before  his  eyes  in  all  the  mul- 
tiform activities  of  a  properly  conducted  municipal 
government;  and,  with  this  as  a  basis,  the  further  ex- 
planation of  his  relation  to  the  state  and  federal  gov- 
ernments becomes  a  matter  of  easy  ascent. 

To  the  authors  of  the  book,  all  who  realize  the  capital 
importance  of  a  proper  preparation  of  the  coming  gen- 
eration for  useful  citizenship  should  feel  a  debt. 

William  H.  Taft. 

New  Haven,  Connecticut. 


TO  THE  TEACHER 

THE  NEED  OF  A  COURSE  IN  CITIZENSHIP 

Who  am  I?  Where  am  I  going?  Who  is  my  neighbor? 
What  ought  I  to  do?  Every  child  sooner  or  later  meets 
these  questions  along  his  path  and  on  his  answers  hang 
the  issues  of  his  life.  To  anticipate  the  direction  of  the 
unique  life  of  each  child,  and  to  go  with  him  hand  in 
hand  a  little  way  —  this  is  the  hope  of  parents  and 
teachers.  They  must  not  only  be  ready  with  living 
answers  to  his  questions  when  they  are  asked;  they 
must  through  every  year  prepare  the  way  for  both  ques- 
tion and  answer  by  an  attitude  of  expectation.  A  teacher 
does  not  say  to  her  pupil,  "You  are  the  child  of  your 
parents.  They  have  done  much  for  you.  How  can  you 
repay  it?'*  but  she  herself  never  forgets  the  need  of 
instilling  loyalty  and  devotion  to  the  family.  Quietly 
and  persistently  she  drops  seeds  of  appreciation,  and  in 
daily  ways  of  suggested  service  she  tends  and  waters  in 
every  child  the  opening  leaves  of  good  will. 

"For  we  are  members,  one  of  another,"  that  is  her 
constant  creed  for  herself  and  her  class.  "With  good 
will  doing  service,"  that  is  the  spirit  of  her  daily  lessons. 
[The  greatest  gift  from  teacher  to  pupil  is  an  enlarging 
and  enduring  standard  in  his  relation  to  work,  play, 
family,  friends,  citizenship.  Even  at  six  years  a  child  is 
old  enough  to  feel  that  he  is  a  member  of  the  school  and 
of  his  home,  and  is  eager  to  serve  them  both  in  minute 
but  precious  ways.  Year  by  year  his  world  widens  and 
he  is  ready  to  accept  new  ties  as  his  own.  Throw  a  peb- 


xvi  TO  THE  TEACHER 

ble  into  a  stream.  From  a  small  center  the  ever-widening 
circles  radiate  till  they  reach  the  most  distant  shore.  So 
loyalty  to  the  simplest  ties  may  enlarge  circle  by  circle 
in  the  stream  of  a  child's  growing  life  till  it  reaches  the 
shore  of  good  will  among  all  men. 

PLAN  OF  THE  COURSE 

Our  theme  is,  therefore,  that  of  citizenship  governed 
by  good  will  and  expressed  in  service.  We  begin  in 
Grade  I  with  the  Home  as  a  center.  Through  the  year 
by  story  and  poem  and  above  all  by  definite  suggestions 
for  helpfulness,  the  teacher  will  strengthen  the  chil- 
dren's devotion  to  their  family.  In  Grade  II  the  School 
and  Playground  are  taken  up.  Both  are  of  absorbing 
interest  to  little  children  and  in  both  they  need  to  see 
meanings  and  opportunities  greater  than  they  have 
appreciated.  Already  in  very  concrete  ways  they  can 
be  shown  how  significant  in  our  towns  are  the  public 
schools,  how  much  thought  and  money  are  spent  for 
them,  how  year  by  year  the  schools  point  onward  to  new 
opportunities.  In  Grade  III  the  children  will  be  ready 
to  take  pleasure  in  recognizing  and  beginning  to  help  the 
neighborhood  that  bounds  their  little  world.  The  para- 
ble of  the  Good  Samaritan  told  at  the  beginning  of  the 
year  gives  the  keynote  for  neighborliness. 

In  these  first  grades  the  spirit  of  helpfulness  and  good 
will  is  suggested  through  stories,  poems,  and  deeds  of 
kindness  rather  than  by  direct  teaching  about  home, 
school,  or  neighborhood.  In  the  fourth  grade  boys  and 
girls  can  begin  to  know  what  a  town  or  city  stands  for 
and  to  see  as  parts  of  a  whole  its  different  departments : 
fire,  police,  health,  charity,  street,  school,  and  govern- 
ment. The  age  of  hunger  for  fact  has  arrived.  We  can 


TO  THE  TEACHER  xvii 

take  advantage  of  it  and  develop  responsibility  in  re- 
spect to  laws  and  officials. 

In  Grade  V  we  reach  out  to  the  nation  as  a  whole.  In 
every  instance  we  try  to  relate  the  historical  struggles 
and  achievements  with  the  struggles  and  achievements 
of  everyday  life.  When  our  subject  is  the  heroic  virtue 
of  pioneers,  we  not  only  give  examples  from  the  brave 
deeds  of  early  settlers,  but  show  how  every  one  of  us  is 
called  on  to  be  a  pioneer  in  new  courage,  in  advanced 
and  difficult  standards  of  honor,  in  self-forgetting 
loyalty. 

Grade  VI  is  also  given  to  patriotism  because  this  is  the 
central  duty  of  citizenship.  Without  our  homes  and  our 
country  we  are  but  strangers  on  the  earth.  Until  we  love 
our  country  warmly  and  intelligently  we  are  not  fit  to 
leave  the  public  schools.  The  need  of  our  time  is,  in 
Professor  James*s  stirring  words,  "to  inflame  the  civic 
temper."  We  can  do  it  only  by  giving  to  the  youth  of 
our  land  clear,  concrete,  intimate  knowledge  of  his 
country's  history  and  by  calling  on  him  for  his  uttermost 
service.  Grade  VI  accents  American  ideals:  honesty, 
sympathy,  courtesy,  industry,  courage,  self-control,  rev- 
erence, a  sacred  regard  for  the  truth. 

In  Grade  VII  we  show  how  the  life  of  our  nation, 
from  its  beginning  to  the  present  day,  has  been  closely 
interrelated  with  the  great  world  movements.  This 
study  will  point  out  to  the  pupil  that  even  the  most  dis- 
tant countries  are  closely  linked  to  ours.  We  show  also 
that  a  citizen  of  the  United  States,  the  melting-pot  of  the 
nations,  has  peculiar  obligations  in  strengthening  the 
ties  of  human  brotherhood;  that  our  national  ideals  can 
be  realized  only  if  we  do  our  share  in  promoting  the 
spirit  of  good  will. 


xviii  TO  THE  TEACHER 

In  Grade  VIII  we  point  out  each  nation's  contribu- 
tion to  the  world's  work;  the  acts  of  friendship,  justice, 
and  honor  among  nations  which  have  drawn  them 
together;  and  the  remarkable  growth  of  agencies  such  as 
international  conferences,  treaties,  and  the  Hague  Court 
of  Arbitration,  which  are  making  the  world  one  great 
family.   We  show  the  necessity  for  cooperation  on  the 
part  of  each  and  all.  The  course  ends  with  suggestions  | 
as  to  how  each  one  of  us  can  link  his  individual  life  / 
to  the  life  of  the  whole  through  good  will  and  active  i 
service. 

RELATION  TO  THE  SCHOOL  CURRICULUM 

This  material  can  be  used  in  many  ways.  We  will 
suggest  a  few. 

1.  Morning  exercises  and  talks.  Probably  the  most 
frequent  use  of  this  course  in  citizenship  will  be  in  the 
morning  exercises.  In  the  stories,  suggestions  for  talks, 
and  the  bibliography,  every  teacher  will  find  treasures. 
Morning  exercises  may  drop  into  drowsy  routine;  they 
may  be  significant  events  in  a  school.  This  course  gives 
an  opportunity  to  use  them  for  consecutive  and  definite 
ends.  Can  we  not,  day  by  day  and  year  by  year,  deepen 
a  child's  conception  of  his  family,  his  city,  and  his  na- 
tion—  his  human  ties?  Citizenship  is  a  cold  word  on 
lips  ignorant  of  the  fire  at  its  heart,  a  dim  word  to  eyes 
half  closed.  But  follow  the  path  of  devoted  citizens  and 
patriots.  Watch  Clara  Barton  leaving  home  and  friends 
to  plunge  gladly  into  hardship  and  horror  in  the  flooded 
Ohio  Valley;  look  at  Lazeer  gently  and  resolutely  lay- 
ing down  his  life  in  Cuba  that  yellow  fever  may  be 
conquered  forever.  Patriotism  is  a  word  of  perilous 
beauty. 


TO  THE  TEACHER  xix 

Trace  back  even  a  little  way  the  efforts  of  valiant 
leaders  to  bless  all  people  with  free  education,  the  march 
of  the  pioneer  across  a  bewildering  continent,  the  devo- 
tion of  the  scientist  pressing  through  dark  problems  to 
the  light  of  knowledge,  the  blood-stained  toil  of  laborers 
in  mines  and  tunnels  to  make  our  progress  swift,  our 
lives  secure,  the  fathers'  struggle  to  give  their  children 
bread.  Every  advance  has  meant  courage,  sacrifice, 
cooperation.  Thinking  of  these  things,  our  gratitude 
rises  with  outstretched  hands  claiming  the  right  of 
service. 

2.  Reading  and  stcyry-telling.  Many  teachers  will  like 
to  associate  the  course  in  citizenship  with  reading,  liter- 
ature, and  story-telling.  In  our  extracts  and  references 
throughout  this  course  we  mean  to  use  literature  that  is 
beautiful,  moving,  and  of  lasting  value.  Tolstoy's  story, 
"Where  Love  is  God  is,"  to  take  one  instance,  illustrates 
with  rare  vividness  the  blessings  of  kindness  to  our 
neighbors.  Such  stories  may  be  used  with  great  advan- 
tage as  reading-lessons. 

All  children  love  stories.  We  can  use,  for  example, 
when  teaching  "obedience,"  the  delightful  story  of 
"Raggylug,"  in  Ernest  Seton  Thompson's  Wild  Animals 
I  Have  Known,  and  every  child  in  the  class  will  drink  it 
in,  moral  and  all.  A  moral  alone  is  sharp  and  bitter  as 
salt  without  soup,  but  a  moral  shaken  and  stirred  into  a 
genuinely  good  story  adds  flavor  that  the  child  himself 
appreciates. 

3.  Dramatization.  This  plan  can  be  of  assistance  in 
pageants,  in  plays,  and  in  the  celebration  of  anniversa- 
ries, birthdays  of  great  men,  and  special  occasions.  Pic- 
tures, too,  and,  where  available,  the  educational  pic- 
tures of  the  biograph  illustrating  historical  events  and 


XX  TO  THE  TEACHER 

various  forms  of  social  service,  can  be  used  to  make  the 
lessons  more  vivid. 

4.  History  and  geography.  The  connection  of  this  out- 
line with  history  and  geography  will  be  clear  when  we 
glance  at  the  plan  from  Grade  V  to  Grade  VIH.  When 
the  class  is  studying  colonial  history  the  heroic  virtues 
of  the  early  settlers  will  add  appropriate  stories.  The 
subject  of  courage  can  be  illustrated  by  the  story  of 
Daniel  Boone,  and  that  of  self-control  by  Washington's 
conduct  after  the  disastrous  defeat  of  St.  Clair.  Geog- 
raphy will  be  well  remembered  if  it  is  lighted  up  by  a 
study  of  racial  characteristics  and  of  national  flags  and 
songs. 

5.  Civics  and  citizenship.  Throughout  our  course  the 
accent  on  good  citizenship  is  marked.  In  Grades  IV  and 
VI  especially  the  outline  will  lend  itself  to  lessons  in 
citizenship,  but  the  subject  is  never  lost  sight  of  and  we 
believe  that  the  material  in  definition  and  support  of 
good  citizenship  will  be  a  help  to  every  teacher.  Our 
nation  cannot  afford  to  have  indifferent,  ignorant,  pre- 
judiced, or  corrupt  citizens.  The  inspiration  of  teaching 
leaps  out  of  the  hope  of  fanning  a  great  flame  of  patriot- 
ism that  shall  burn  all  corruption  from  politics.  Every 
child  in  our  nation  belongs  in  the  teacher's  care.  If  she  , 
can  instill  and  inflame  in  him  love  and  loyalty  to  his 
ties,  she  will  have  rescued  and  redeemed  the  nation. 

6.  Ethical  training.  Some  schools  already  have  defi- 
nite periods  for  moral  lessons.  To  them  this  outline 
offers  a  progressive  course  and  many  concrete  illustra- 
tions. Our  plan  has  a  single  center,  the  increase  of  sym- 
pathy and  good  will  from  year  to  year.  There  are  no 
"don'ts"  in  the  foreground;  it  is  positive  and  not  nega- 
tive, and  above  all,  it  dwells  not  on  the  self-conscious 


TO  THE  TEACHER  xxi 

idea  of  virtue  for  its  own  sake,  but  on  such  loyalty  to  our 
actual  ties  as  shall  demand  every  inch  of  virtue  we  can 
acquire. 

All  good  ethical  teaching  will  inevitably  reach  across 
from  school  to  home  and  from  home  to  school.  The 
teacher  aims  to  make  the  children  more  helpful,  more 
sympathetic,  more  obedient  at  home  as  well  as  at 
school.  Her  lessons  on  hygiene  and  cleanliness  should 
make  the  daily  care  of  children  easier  for  the  parents; 
her  constant  exemplification  of  the  spirit  of  helpfulness 
suggests  to  children  what  they  can  do  to  help  at  home. 
Our  course  aims  directly  to  make  vivid  to  children  the 
value  of  their  own  homes,  and  to  help  them  see  their 
homes  as  part  of  the  working  community.  In  carrying 
out  the  plan  of  this  course,  parents  and  teachers  can 
join,  the  parents  following  at  home  and  encouraging  by 
home  reading  the  development  of  good  will,  which  the 
teacher  is  strengthening  at  school. 

Unless  ethical  instruction  passes  into  ethical  action, 
it  is  worse  than  useless.  Therefore,  this  course  has  been 
planned  to  give  opportunities  both  for  action  and  train- 
ing in  grasping  the  principles  of  right-doing.  The  spirit 
of  good  will  grows  by  service.  In  every  grade  we  suggest 
special  forms  of  helpfulness  suited  to  the  age  and  oppor- 
tunities of  the  children;  —  e.g.,  in  Grade  II  ways  of  serv- 
ice to  the  old  and  feeble;  in  Grade  III  ways  of  service  in 
helping  the  neighborhood.  The  older  boys  may  well 
express  their  service  through  civic  clubs  and  the  younger 
boys  and  girls  in  Bands  of  Mercy.  In  every  case  the 
teaching  must  crystallize  into  habits  of  right  action. 

7.  Incidental  teaching.  The  use  of  this  outline  as  an 
aid  in  teaching  reading,  history,  geography,  civics  does 
not  in  the  least  preclude  incidental  teaching.  Often  the 


xxii  TO  THE  TEACHER 

very  best  occasions  for  instilling  moral  lessons  come 
through  some  incident  in  school  or  in  the  neighborhood. 
The  opportunities  due  to  special  events  should  always 
be  used.  We  believe,  however,  that  our  book  will  sug- 
gest stories  or  acts  that  will  help  the  teacher  to  make 
even  more  graphic  and  permanent  the  lessons  of  any 
special  occasion. 

A  teacher  may  find  it  preferable  to  use  the  topics  for 
each  year  in  a  different  order  from  that  we  have  assigned. 
The  marking  by  months  is  meant  to  be  suggestive  only. 
The  teacher  may  change  the  order  of  subjects,  repeat 
any  topic  if  it  seems  to  her  wise  and  take,  if  it  is  best, 
more  or  less  than  a  single  month  on  any  topic.  We  do 
not  think  of  our  course  as  a  narrow-gauge  road  along 
which  every  teacher  must  go,  stopping  at  each  station 
on  schedule  time.  It  is  rather  a  series  of  beacon  lights  in 
a  wide  field,  but  with  a  definite  goal  to  be  attained  at  the 
end  of  the  year. 

Great  ideals  are  invading  our  time.  Welcomed  or 
rejected  in  their  weak  and  humble  birth,  the  ideals 
of  democracy  and  good  will  are  yet  destined  to  flower 
anew,  blossoms  in  the  twentieth  century  from  a  peren- 
nial vine.  By  imparting  and  by  living  in  the  spirit  of 
citizenship  every  teacher  becomes  a  branch  of  the  great 
tree  of  democracy  whose  roots  penetrate  from  land  to 
land.  In  her  teaching  of  the  ideal  of  democracy  and 
good  will  she  expresses  our  perpetual  gratitude  to  the 
world. 


»     >    >  U     J       J 


A  COUESE  IN  CITIZENSHIP 

GRADE  I 

HOME 

By  MARY  McSKIMMON 

INTRODUCTION 

The  one  great  theme  for  the  year  is  Kindness.  The 
ideal  of  kindness  is  to  be  woven  into  all  the  relations  of 
the  child  and  directed  especially  toward  his  home,  his 
playmates,  and  that  part  of  the  animal  world  with  which 
children  come  in  contact.  In  this  year  the  work  will 
be  successfully  accomplished  when  the  child's  life  finds 
its  natural  expression  in  activity  controlled  and  beauti- 
fied by  kindness  toward  all  who  come  within  the  circle 
of  his  little  world. 

Stones  to  he  used  in  this  grade 

Child^s  Book  of  Stories,  Penrhyn  W.  Coussens.  Duffield. 

For  the  Children's  Hour,  Caroline  S.  Bailey  and  Clara 
M.  Lewis.  Milton  Bradley  Co. 

Mother  Stories  and  More  Mother  Stories,  Maud  Lindsay. 
Milton  Bradley  Co. 

How  to  Tell  Stories  to  Children,  Stories  to  Tell  to  Chil- 
dren, Best  Stories  to  Tell  to  Children,  Sara  Cone  Bryant. 
Houghton  Mifflin  Co. 

All  About  Johnny  Jones,  Verhoeff.  Milton  Bradley  Co. 

Old  Deccan  Days,  Mary  Frere.  Joseph  McDonough  Co. 


«    ;  A  COIJRSE  IN  CITIZENSHIP 

Tlie  Siltet  Cr&wn,  and    The  Pig   Brother,  Laura  E. 

Richards.  Little,  Brown  &  Co. 
The  Fables  of  JEsop,  Joseph  Jacobs.  The  Macmillan  Co. 

Collections  of  poems  containing  helpful  material 

The  Land  of  Song,  Book  i,  Katherine  H.  Shute.  Silver, 

Burdett  &  Co. 
Open  Sesame,  Book  i,  Blanche  W.  Bellamy  and  Maud 

W.  Goodwin.  Ginn  &  Co. 
A  Book  of  Verses  for  Children,  E.  V.  Lucas.  Henry  Holt 

&Co. 
Three  Years  with  the  Poets,  Bertha  Hazard.  Houghton 

Mifflin  Co. 
Graded  Poetry,  Alexander  and  Blake.  Maynard,  Merrill 

&Co. 
Poems  by  Grades,  Ada  van  S.  Harris  and  Charles  B. 

Gilbert.  Charles  Scribner's  Sons. 
The  Listening  Child,  Lucy  W.  Thacher.    The  Mac- 
millan Co. 
Poems  Every  Child  Should  Know,  Mary  E.  Burt,  Dou- 

bleday.  Page  &  Co. 

SEPTEMBER:  KINDNESS  TO 
PLAYMATES 

For  the  Teacher: 

WHAT  IS  GOOD 

JOHN  BOYLE  o'rEILLY 

"What  is  the  real  good?" 
I  asked  in  musing  mood. 


GRADE  I:  HOME  3 

Order,  said  the  law  court; 
Knowledge,  said  the  school; 
Truth,  said  the  wise  man; 
Pleasure,  said  the  fool; 
Love,  said  the  maiden; 
Beauty,  said  the  page; 
Freedom,  said  the  dreamer; 
Home,  said  the  sage; 
Fame,  said  the  soldier; 
Equity,  the  seer;  — 

Spoke  my  heart  full  sadly: 
"The  answer  is  not  here." 

Then  within  my  bosom 
Softly  this  I  heard: 
"Each  heart  holds  the  secret; 
Kindness  is  the  word. " 

Suggestions  for  morning  talks 

(Put  these  ideas  into  daily  practice  whenever  opportunity  presents 
itself.) 

How  to  show  kindness  to  playmates. 

By  helping  to  put  on  coats  and  overshoes. 

By  refraining  from  tale-bearing  when  things  go  wrong 

while  at  play. 
By  letting  new  children  and  smaller  ones  share  in  the 

games. 
By  helping  the  teacher  make  shy  newcomers  feel  at 

home. 
By  learning  to  play,  and  to  pass  up  and  down  stairs, 

or  through  rooms  and  corridors  without  running 

into  one  another. 
By  sharing  candy,  cake,  and  fruit  with  a  playmate 

before  tasting  it. 


4  A  COURSE  IN  CITIZENSHIP 

By  keeping  pleasant,  instead  of  sulking,  when  one 
can't  have  one's  own  way. 
Read:  "The  Horse's  Prayer,"  in  English  for  Foreign- 
ers,  Book  II y  p.  119,  by  Sara  R.  O'Brien.    Hough- 
ton Mifflin  Co. 

Poems  to  read  to  children 

"Mabel  on  Midsummer  Day,"  Mary  Howitt,  Poetry 
for  Children.  Houghton  Mifflin  Co. 

"Fairies  of  the  Caldon  Low,"  Mary  Howitt,  Book  of 
Famous  Verse.  Houghton  Mifflin  Co. 

"The  Children's  Hour,"  Longfellow,  R.L.S.  No.  11. 
Houghton  Mifflin  Co. 

"The  Nurse's  Song,"  William  Blake,  Poems,  The  Mac- 
millan  Co. 

"Lullaby  of  an  Infant  Chief,"  Scott,  Poetry  for  Chil- 
dren. Houghton  Mifflin  Co. 

"Old  Gaelic  Lullaby,"  Unknown,  The  Land  of  Scmg,  i. 

"A  Good  Boy,"  "Foreign  Children,"  "A  Good  Play," 
"The  Lamp  Lighter,"  Robert  Louis  Stevenson,  A 
Child's  Garden  of  Verses.  Charles  Scribner's  Sons. 

"Suppose,"  Phoebe  Cary.  See  Grade  II,  p.  77, 

DEEDS  OF  KINDNESS 

EPES  SARGENT 

Suppose  the  little  cowslip 
.     Should  hang  its  golden  cup. 
And  say,  "I  'm  such  a  tiny  flower, 

I  *d  better  not  grow  up;" 
How  many  a  weary  traveler 

Would  miss  its  fragrant  smell ! 
How  many  a  little  child  would  grieve 

To  lose  it  from  the  dell ! 


GRADE   I:   HOME  S 

Suppose  the  glistening  dewdrop 

Upon  the  grass  should  say, 
"What  can  a  little  dewdrop  do? 

I  'd  better  roll  away;" 
The  blade  on  which  it  rested. 

Before  the  day  was  done, 
Without  a  drop  to  moisten  it. 

Would  wither  in  the  sun. 

Suppose  the  little  breezes, 

IJpyon  a  summer's  day, 
Should  think  themselves  too  slight  to  cool 

The  traveler  on  his  way; 
Who  would  not  miss  the  smallest 

And  softest  ones  that  blow, 
And  think  they  made  a  great  mistake 

If  they  were  acting  so? 

How  many  deeds  of  kindness 

A  little  child  may  do, 
Although  it  has  so  little  strength. 

And  little  wisdom,  too ! 
It  wants  a  loving  spirit. 

Much  more  than  strength,  to  prove 
How  many  things  a  child  may  do 

For  others,  by  its  love. 

THE  QUEEN  BEE 

THE  BROTHEBS    GRIMM 

A  king  once  had  two  sons  who  were  thought  to  be 
very  clever;  but  they  wasted  their  time  and  money  and 
never  did  very  much  good  in  the  world.  They  had  a 
younger  brother,  whom  they  called  "simpleton"  be- 
cause he  was  quiet  and  simple. 

They  made  fun  of  him,  telling  him  that  he  would 


e  A  COURSE  IN  CITIZENSHIP 

never  get  along  in  the  world  because  he  was  not  a? 
clever  as  they  were. 

One  evening  they  all  went  out  for  a  walk  together, 
and  in  their  path  they  found  an  ant  hill.  The  two  elder 
brothers  wanted  to  upset  the  ant  hill,  so  that  they  could 
see  the  little  ants  running  about  in  their  fright  and 
carrying  away  their  eggs  to  a  safe  place.  But  the  simple- 
ton said :  — 

"No,  no;  let  the  poor  little  things  alone.  Don't  spoil 
their  nice  house." 

Then  they  went  on  until  they  came  to  a  lake  where 
a  great  many  ducks  were  swimming. 

The  brothers  wished  to  catch  one  to  roast,  but  the 
simpleton  said :  — 

"Please  leave  the  poor  birds  in  peace.  I  cannot  bear 
to  have  you  kill  any  of  them. " 

So  the  ducks  were  left  to  live,  and  the  three  brothers 
walked  on  again  until  they  came  to  a  bee's  nest  in  a 
tree,  with  honey  running  all  over  the  trunk. 

The  two  brothers  wanted  to  light  a  fire  under  the  tree 
to  smother  the  bees,  so  that  they  could  take  away  the 
honey,  but  the  younger  brother  begged  them  not  to. 

"Leave  the  poor  things  in  peace, "  said  he.  "I  cannot 
bear  to  think  of  their  being  burnt. " 

Again  they  listened  to  him,  even  though  they  thought 
him  stupid;  and  they  all  walked  on  until  they  came  to 
a  castle. 

Inside  the  castle  they  found  an  old  man  who  seemed 
to  be  very  deaf.  When  he  saw  them  he  did  not  say  a 
word,  but  led  them  to  a  table  covered  with  good  things 
to  eat.  After  they  had  eaten  and  drunk  as  much  as  they 
wished,  he  showed  them  beds  where  they  could  sleep. 

The  next  morning  the  gray  old  man  came  to  the 
eldest  brother,  made  signs  to  him  to  follow,  and  led  him 
to  a  stone  table,  on  which  were  written  three  sentences. 
The  first  sentence  said :  — 


GRADE   I:   HOME  7 

"In  the  wood  under  the  njoss  are  hidden  a  thousand 
pearls  lost  by  the  king's  daughter.  Whoever  can  find 
them  all  in  one  day  before  the  sun  goes  down  will  free 
the  castle  from  its  spell.  But  if  he  should  search  and 
not  succeed  before  sunset,  he  will  be  turned  to  stone." 

The  eldest  brother  read  these  words  and  decided  to 
try.  He  looked  all  day,  but  at  sunset  he  had  found  only 
a  hundred  pearls,  and  was  therefore  turned  into  stone. 

In  spite  of  this,  the  second  brother  made  an  attempt 
and  began  his  task  in  the  evening,  so  that  he  looked  all 
night.  By  sunset  next  day  he  had  found  only  two  hun- 
dred pearls  and  was  turned  to  stone  like  his  brother. 

At  last  the  simpleton  had  to  look  for  the  pearls,  but 
he  was  very  unhappy  at  having  to  do  it,  for  he  thought 
that  he  was  so  much  stupider  than  his  brothers  that  if 
they  had  failed,  of  course  there  could  be  no  chance  for 
him. 

As  he  sat  thinking  about  it,  he  saw  coming  toward 
him  the  ant  king,  whose  life  and  house  he  had  saved. 
He  had  brought  with  him  five  thousand  of  his  ants,  and 
it  was  not  long  before  they  had  found  all  the  pearls, 
and  piled  them  up  in  a  large  heap.  Then  they  went 
home,  hardly  waiting  for  his  thanks.  They  had  been 
glad  to  help  him  and  thus  show  their  gratitude. 

When  the  simpleton  went  back  to  the  castle  with  the 
pearls,  he  was  given  another  task  to  do.  It  was  to  bring 
from  the  bottom  of  the  lake  where  it  was  sunk,  the  key 
of  the  princess's  sleeping  room. 

Of  course,  he  could  not  possibly  hope  to  do  this  by 
himself,  but  when  he  went  down  to  the  lake  he  found 
there  the  very  ducks  that  he  had  saved  from  being 
killed.  They  knew  him  at  once,  and  when  they  heard 
what  he  wanted,  they  quickly  dived  to  the  bottom  of 
the  lake  and  got  the  key  for  him. 

Now  the  third  thing  he  had  to  do  was  the  hardest  of 
all.  He  had  to  go  into  the  room  where  the  king's  three 


8  A  COURSE  IN  CITIZENSHIP 

daughters  were  sleeping,  find  out  which  was  the  young- 
est, and  wake  her.  They  all  looked  so  much  alike  that 
he  could  not  tell  them  apart.  The  only  difference  was 
that  before  going  to  sleep  the  eldest  had  eaten  barley 
sugar,  the  second  a  little  syrup,  and  the  youngest  a 
spoonful  of  honey.  But  how  could  he  tell  which  had 
eaten  the  honey?  Just  as  he  was  wondering  what  he 
should  do  about  it,  in  came  the  queen  bee  he  had  seen 
the  day  before.  She  quickly  flew  to  each  of  the  sisters, 
and  lit  on  their  lips  as  if  they  were  flowers.  And,  of 
course,  she  knew  all  about  honey  because  she  made  it 
herself,  so  she  could  tell  which  one  had  eaten  the  honey. 

She  remained  sitting  on  the  mouth  of  the  youngest. 
Then  the  boy  knew  which  sister  to  waken.  The  castle 
was  freed  from  its  spell  in  a  moment,  and  every  one  who 
had  been  turned  to  stone  was  changed  back  again. 

You  may  be  sure  the  older  brothers  no  longer  thought 
their  younger  brother  was  a  simpleton. 


OCTOBER:  KINDNESS  TO  ANIMALS 

For  the  Teacher: 

THE  DIVINE  IMAGE 

WILLIAM  BLAKE 

To  Mercy,  Pity,  Peace,  and  Love, 

All  pray  in  their  distress, 
And  to  these  virtues  of  delight 

Return  their  thankfulness. 

For  Mercy,  Pity,  Peace,  and  Love, 

Is  God  our  Father  dear; 
And  Mercy,  Pity,  Peace,  and  Love, 

Is  man,  his  child  and  care. 


GRADE   I:   HOME  9 

Suggestions  for  morning  talks 

How  should  you  treat  your  dog,  if  you  want  him  to  love 

you? 

Pat  him  kindly. 

Speak  to  him  gently. 
Why  does  pussy  dislike  to  have  you  pull  her  tail?  Why 

does  she  purr  when  you  stroke  her  fur  the  right  way? 
What  three  things  must  you  remember  every  day  if 

your  pets  are  to  be  glad  they  are  yours? 

To  feed  them  at  the  right  time. 

To  give  them  plenty  of  clean,  fresh  water  to  drink. 

To  give  them  a  good  warm  bed  at  night. 
Did  you  ever  think  how  much  the  toads  and  frogs  and 

turtles  and  birds  must  suffer  when  they  are  fright- 
ened and  hurt? 
How  can  you  try  to  be  a  friend  to  every  animal  you  see? 
How  can  you  help  the  birds? 

In  summer  by  keeping  shallow  pans  of  water  for  them 
to  drink  from  and  bathe  in. 

In  winter  by  fastening  a  suet  bag  to  a  tree.  Watch 
for  the  chickadees,  woodpeckers  and  juncoes.  Some 
of  them  will  find  it. 

Poems  to  read  to  children 

"Hiawatha's    Childhood,"    Longfellow.     R.L.S.    No. 

13-14.  Houghton  Mifflin  Co. 
"Piccola,"  Celia  Thaxter.    See  Grade  II,  p.  60. 
**I  Love  Little  Pussy,"  Jane  Taylor,  in  Three  Years 

with  the  PoetSy  Hazard.   Houghton  Mifflin  Co. 
"Thank  You,  Pretty  Cow, "  Jane  Taylor,  in  TKree  Years 

with  the  PoetSy  Hazard.  Houghton  Mifflin  Co. 
"Mary's  Lamb,"  S.  J.  Hale,  in  Poetry  for  Children, 

Houghton  Mifflin  Co. 


10  A  COURSE  IN  CITIZENSHIP 

"Who  Stole  the  Bird's  Nest,"  Lydia  Maria  Child. 
Graded  Poetry  Selections.  Educational  Publishing  Co. 

"The  Little  Ladybird,"  Caroline  B.  Southey.  Nature 
in  Verse,  for  Children.  Silver,  Burdett  &  Co. 

"The  Lamb,"  William  Blake.  R.L.S.  No.  59.  Hough- 
ton Mifflin  Co. 

"A  Night  with  a  Wolf,"  Bayard  Taylor.  See  Grade  III, 
p.  89. 

"St.  Francis  to  the  Birds,"  Longfellow.  Voices  for  the 
Speechless.  Houghton  Mifflin  Co. 

"Playing  Robinson  Crusoe,"  Kipling,  Just  So  Stories. 
Doubleday,  Page  &  Co. 

THE  OX  WHO  WON  THE  FORFEIT » 

Long  ago  a  man  owned  a  very  strong  Ox.  The  owner 
was  so  proud  of  his  Ox,  that  he  boasted  to  every  man 
he  met  about  how  strong  his  Ox  was. 

One  day  the  owner  went  into  a  village,  and  said  to 
the  men  there:  "I  will  pay  a  forfeit  of  a  thousand  pieces 
of  silver  if  my  Ox  cannot  draw  a  line  of  one  hundred 
wagons." 

The  men  laughed  and  said:  "Very  well;  bring  your 
Ox,  and  we  will  tie  a  hundred  wagons  in  a  line  and 
see  your  Ox  draw  them  along." 

So  the  man  brought  his  Ox  into  the  village.  A  crowd 
gathered  to  see  the  sight.  The  hundred  carts  were  in 
line,  and  the  strong  Ox  was  yoked  to  the  first  wagon. 

Then  the  owner  whipped  his  Ox,  and  said,  "Get  up, 
you  wretch!  Get  along,  you  rascal!  " 

But  the  Ox  had  never  been  talked  to  in  that  way,  and 
he  stood  still.  Neither  the  blows  nor  the  hard  names 
could  make  him  move. 

At  last  the  poor  man  paid  his  forfeit,  and  went  sadly 

I  From  Jataka  Tales,  Ellen  C.  Babbitt.  The  Century  Co. 


GRADE   I:   HOME  11 

home.  There  he  threw  himself  on  his  bed  and  cried: 
"Why  did  that  strong  Ox  act  so?  Many  a  time  he  has 
moved  heavier  loads  easily.  Why  did  he  shame  me  be- 
fore all  those  people?  " 

At  last  he  got  up  and  went  about  his  work.  When  he 
went  to  feed  the  Ox  that  night,  the  Ox  turned  to  him 
and  said:  "Why  did  you  whip  me  to-day?  You  never 
whipped  me  before.  Why  did  you  call  me  *  wretch'  and 
'rascal?'  You  never  called  me  hard  names  before." 

Then  the  man  said:  "I  will  never  treat  you  badly 
again.  I  am  sorry  I  whipped  you  and  called  you  names. 
I  will  never  do  so  any  more.  Forgive  me." 

"Very  well,"  said  the  Ox.  "  To-morrow  I  will  go  into 
the  village  and  draw  the  one  hundred  carts  for  you. 
You  have  always  been  a  kind  master  until  to-day.  To- 
morrow you  shall  gain  what  you  lost." 

The  next  morning  the  owner  fed  the  Ox  well,  and 
hung  a  garland  of  flowers  about  his  neck.  When  they 
went  into  the  village  the  men  laughed  at  the  man  again. 

They  said:  "Did  you  come  back  to  lose  more 
money?" 

"To-day  I  will  pay  a  forfeit  of  two  thousand  pieces 
of  silver  if  my  Ox  is  not  strong  enough  to  pull  the  one 
hundred  carts,"  said  the  owner. 

So  again  the  carts  were  placed  in  a  line,  and  the  Ox 
was  yoked  to  the  first.  A  crowd  came  to  watch  again. 
The  owner  said:  "Good  Ox,  show  how  strong  you  are! 
You  fine,  fine  creature!"  And  he  patted  his  neck  and 
stroked  his  sides.  At  once  the  Ox  pulled  with  all  his 
strength.  The  carts  moved  on  until  the  last  cart  stood 
where  the  first  had  been. 

Then  the  crowd  shouted,  and  they  paid  back  the 
forfeit  the  man  had  lost,  saying:  "Your  Ox  is  the  strong- 
est Ox  we  ever  saw."  And  the  Ox  and  the  man  went 
home,  happy. 


12  A  COURSE  IN  CITIZENSHIP 

THE  SNOW-BIRD  1 

FRANK  DEMPSTER   SHERMAN 

When  all  the  ground  with  snow  is  white. 

The  merry  snow-bird  comes, 
And  hops  about  with  great  delight 

To  find  the  scattered  crumbs. 

How  glad  he  seems  to  get  to  eat 

A  piece  of  cake  or  bread ! 
He  wears  no  shoes  upon  his  feet. 

Nor  hat  upon  his  head. 

But  happiest  is  he,  I  know. 

Because  no  cage  with  bars 
Keeps  him  from  walking  on  the  snow 

And  printing  it  with  stars. 

NOVEMBER:    RESPONSIBILITY   FOR 
CLEANLINESS  AND  CARE 

For  the  Teacher: 

GRADATIM 

JOSIAH   GILBERT  HOLLAND 

Heaven  is  not  reached  at  a  single  bound; 
But  we  build  the  ladder  by  which  we  rise 
From  the  lowly  earth  to  the  vaulted  skies. 

And  we  mount  to  its  summit  roimd  by  round. 

Suggestions  for  morning  talks 

Why  should  children  have  clean  bodies? 
To  keep  well. 

»  From  Little  Folk  Lyrics.  Houghton  Miffin  Co. 


GRADE   I:   HOME  IS 

To  be  self-respecting. 

To  be  pleasant  companions. 
Why  should  they  brush  their  teeth  thoroughly  every 

day? 

Teeth  not  cleaned  are  not  pleasant  to  look  at. 

Unclean  teeth  decay  easily. 

Decayed  teeth  lead  to  sickness. 
What  can  even  the  smallest  children  in  school  do  to 

make  themselves  clean  and  so  help  to  keep  well  and 

strong? 

Come  to  school  every  day  with  clean  hands  and  face. 

Brush  their  teeth  every  day. 

Keep  their  hair  well  brushed. 

Clean  the  nails  after  washing  the  hands. 

Bring  a  handkerchief  to  school  every  day.    Use  it 

before  school  begins. 
How  can  little  children  help  to  keep  their  clothes  neat 

and  tidy? 

By  hanging  up  coat  and  hat  as  soon  as  they  come  in. 

By  trying  to  find  the  clean  places  on  the  crossings, 

so  as  not  to  step  in  the  mud. 
What  other  things  will  clean  children  remember? 

Never  to  throw  paper  on  floors  or  sidewalks  or  play- 
grounds. 

To  help  their  teachers  keep  the  school  always  clean 

and  beautiful. 

Never  to  put  pencils  in  the  mouth. 

Never  to  wet  the  fingers  in  the  mouth  in  order  to 

turn  pages  of  books  or  to  handle  cards. 

Never  to  spit  on  floors  or  on  sidewalks. 

Never  to  mark  with  chalk  any  fences  or  buildings. 

Never  to  scratch  desks. 

Never  to  swap  gum  or  suckers. 


14  A  COURSE  IN  CITIZENSHIP 

Poems  and  stories  to  read  or  tell  to  children 

Clean  Peter  and  the  Children  of  Grubbylea.  Trans.  by- 
Ada  Wallas.    Longmans,  Green  &  Co. 

Goops  and  How  to  be  Them,  and  More  Goops,  Gelett 
Burgess.  F.  A.  Stokes  Co. 

The  Pig  Brother,  Laura  E .  Richards.  Little,  Brown  &  Co. 

"Billy,  Betty  and  Ben  as  Soldiers."  The  Golden  Ladder 
Book.  The  Macmillan  Co. 

TOM,  THE  CHIMNEY  SWEEP » 

Once  upon  a  time  there  was  a  chimney-sweep,  and 
his  name  was  Tom.  He  lived  in  a  great  town  where 
there  were  plenty  of  chimneys  to  sweep;  he  could  not 
read  or  write  and  he  never  washed  himself,  for  there  was 
no  water  in  the  court  where  he  lived. 

Tom  and  his  master,  Mr.  Grimes,  set  out  one  morning 
for  Harthover  Place,  where  they  were  to  sweep  the 
chimneys.  Mr.  Grimes  rode  the  donkey  in  front  and 
Tom  with  the  brushes  walked  behind.  Soon  they  came  up 
with  a  poor  Irishwoman,  trudging  along  with  a  bundle 
at  her  back.  She  walked  beside  Tom  and  asked  him  all 
about  himself,  till  Tom  thought  he  had  never  met  such 
a  pleasant-spoken  woman. 

At  last  they  came  to  a  spring;  there  Grimes  stopped, 
clambered  over  the  low  wall,  knelt  down,  and  began 
dipping  his  head  into  the  spring,  and  very  dirty  he 
made  it.  Tom  was  picking  the  flowers  as  fast  as  he 
could,  but  when  he  saw  Grimes  actually  wash  he 
stopped  quite  astonished,  and  said,  "My!  master,  I 
never  saw  you  do  that  before." 

"Nor  will  again,  most  likely.  T  was  n't  for  cleanliness 
I  did  it,  but  for  coolness.  I  'd  be  ashamed  to  want  wash- 
ing every  week  or  so,  like  any  smutty  collier-lad." 

1  Abridged  from  The  Water  Babies,  by  Charles  Kingsley. 


GRADE  I:  HOME  15 

"I  wish  I  might  go  and  dip  my  head  in,"  said  poor 
little  Tom. 

"Thou  come  along,"  said  Grimes.  "What  dost  thou 
want  with  washing  thyself? "  —  and  he  began  beating 
Tom. 

"Are  you  not  ashamed  of  yourself,  Thomas  Grimes?" 
cried  the  Irishwoman. 

Grimes  seemed  quite  cowed  and  got  on  his  donkey 
without  a  word. 

"Stop,"  said  the  Irishwoman.  "I  have  one  more 
word.  Those  that  wish  to  be  clean,  clean  they  will  be; 
and  those  that  wish  to  be  foul,  foul  they  will  be. " 

How  many  chimneys  Tom  swept  at  Harthover  Place 
I  cannot  say,  but  he  lost  his  way  in  them,  came  down  the 
wrong  one,  and  found  himself  in  a  room  the  like  of  which 
he  had  never  seen  before.  The  room  was  all  dressed  in 
white,  white  curtains,  white  chairs,  and  white  walls. 
Then  looking  toward  the  bed  he  held  his  breath  with 
astonishment.  Under  the  snow-white  coverlet,  upon 
the  snow-white  pillow,  lay  the  most  beautiful  little  girl 
Tom  had  ever  seen. 

"She  never  could  have  been  dirty,"  thought  Tom, 
and  then,  "Are  all  people  like  that  when  they  are 
washed?"  And  he  looked  at  his  own  wrist  and  tried 
to  rub  the  soot  off.  Looking  roimd,  he  saw  close  to 
him,  a  little  ugly,  black,  ragged  figure  with  bleared  eyes 
and  grinning  white  teeth.  What  did  such  a  little  black 
ape  want  in  that  sweet  young  lady's  room?  And  be- 
hold, it  was  himself  reflected  in  a  great  mirror. 

And  Tom  for  the  first  time  in  his  life  found  out  that 
he  was  dirty  and  burst  into  tears  of  shame  and  anger. 
He  turned  to  sneak  up  the  chimney  again  and  hide,  but 
upset  the  fender  and  threw  the  fire-irons  down  with  a 
great  noise.  Under  the  window  spread  a  tree,  and  Tom 
went  down  the  tree  like  a  cat  and  across  the  garden  to- 
wards the  woods. 


16  A  COURSE  IN  CITIZENSHIP 

The  under-gardener,  mowing,  saw  Tom,  threw  down 
his  scythe,  and  gave  chase.  Grimes  upset  the  soot  bag 
in  the  new  gravel  yard;  but  he  ran  out  and  gave  chase 
to  Tom.  Tom  ran  on  and  on;  he  was  far  away  from 
Harthover,  having  left  the  gardener  and  Grimes  be- 
hind. Through  the  wood  he  could  see  a  clear  stream, 
and  far,  far  away  the  river.  Then  he  fell  asleep  and 
dreamed  that  the  little  white  lady  called  to  him,  "Oh, 
you're  so  dirty;  go  and  be  washed";  and  then  he  heard 
the  Irishwoman  say,  "They  that  wish  to  be  clean,  clean 
they  will  be." 

All  of  a  sudden  he  found  himself  between  sleep  and 
awake,  in  the  middle  of  the  meadow,  saying  contin- 
ually, "I  must  be  clean,  I  must  be  clean."  He  went  to 
the  bank  of  the  brook,  and  dipped  his  hand  in,  and 
found  the  water  cool,  cool;  and  he  said  again,  "I  must 
be  clean,  I  must  be  clean."  And  he  put  his  poor,  hot, 
sore  feet  into  the  water;  and  then  his  legs.  "Ah,"  said 
Tom,  "I  must  be  quick  and  wash  myself." 


DECEMBER:  MAKING  OTHERS 
HAPPY 

For  the  Teacher: 

SERVICE  ' 

EDWARD   ROWLAND   SILL 

Fret  not  that  the  day  is  gone. 
And  thy  task  is  still  undone. 
'T  was  not  thine,  it  seems,  at  all: 
Near  to  thee  it  chanced  to  fall. 
Close  enough  to  stir  thy  brain. 
And  to  vex  thy  heart  in  vain. 

I  From  Complete  Poems.   Houghton  Mifflin  Co. 


GRADE   I:  HOME  IT 

Somewhere,  in  a  nook  forlorn. 
Yesterday  a  babe  was  born : 
He  shall  do  thy  waiting  task; 
All  thy  questions  he  shall  ask. 
And  the  answers  will  be  given, 
Whispered  lightly  out  of  heaven. 

Suggestions  for  morning  talks 

There  is  excellent  material  that  will  arouse  little  chil- 
dren to  the  festival  spirit  of  Christmas,  in  Christmas  in 
Olden  Times,  and  in  Many  Lands,  by  Evelyn  D.  Walker 
(W.  M.  Welch  &  Co.,  Chicago).  The  second  part  is  of 
great  value  to  the  primary  teacher  in  awakening  the 
interest  of  little  children  in  the  Christmas  customs  of 
Scotland,  Norway,  Sweden,  Russia,  France,  Italy, 
Germany,  etc.  Many  of  these  pretty  festivities  could 
be  represented  by  home-made  devices,  and  by  a  few 
dolls  dressed  m  the  costumes  illustrated  in  the  volume 
named. 
Christmas  makes  us  happy  because  it  gives  us  the  chance 

to  make  others  happy. 

We  should  give  gifts  that  bring  happiness. 

Something  that  has  cost  loving,  careful  thought  and 

work,  even  if  it  cost  only  a  little  money. 

Pleasant  greetings  and  kind  wishes. 

A  little  Christmas  letter  to  friends  that  are  far  away. 
What  is  the  Christmas  spirit  for  receiving  gifts? 
Always  remember  to  thank  every  one  who  has  given 

you  the  smallest  gift.   The  smallest  first  grade  child 

can  write,  "I  thank  you,"  at  this  time  of  year. 
Did  you  ever  try  to  make  an  absent  sick  child  happy  by 

giving  him  a  scrap  book,  where  each  scholar  did  some^ 

thing  to  make  it  beautiful.^ 


18  A  COURSE  IN  CITIZENSHIP 

Make  the  birds  happy  by  putting  your  Christmas  tree 
out  of  doors,  when  you  are  through  with  it.  Fasten  on 
it  some  bones  or  suet,  and  place  some  bread  or  suet 
on  a  board. 

Poems  and  stories  to  read  or  tell  to  children 

"While  Stars  of  Christmas  Shine,"  Emilie  Poulsson, 

Holiday  Songs,  etc.  Milton  Bradley  Co. 
"An  Old  Christmas  Carol,"  and  "A  Visit  from  St. 

Nicholas,"   Moore,  in  Three  Years  with  the  Poets, 

Hazard.  Houghton  Mijfflin  Co. 
"Purring  When  You're  Pleased,"  Mrs.  Alfred  Gatty, 

Parables  from  Nature,  Everyman's  Library. 
When  the  King   Came,  George  Hodges,  chaps,  i-iv. 

Houghton  Mifflin  Co. 
"  Story  of  Christmas,"  in  The  Story  Hour,  Kate  Doug- 
las Wiggin  and  Nora  A.  Smith.  Houghton  Mifflin  Co. 
"Little  Pine  Tree,"  and    "Little    Fir  Tree,"  Hans 

Christian  Andersen. 
"The   Little    Friend,"   Abbie    Farwell    Brown,    The 

Flower  Princess,  Houghton  Mifflin  Co. 
Bed-Time  Stories,  Louise  Chandler  Moulton.    Little, 

Brown  &  Co. 
"The  First  Christmas  Tree,"  "The  Symbol  and  the 

Saint,"  and  "The  Coming  of  the  Prince,"  Eugene 

Field,  Little  Book  of  Profitable  Tales,  Charles  Scrib- 

ner's  Sons. 
"Bethlehem    Town,"    and    "Jest    'fore    Christmas," 

Eugene  Field,  Poems,    Charles  Scribner*s  Sons. 
Old  Carols,  (1)  "From  far  away  we  come  to  you," 

(2)  "We  three  kings  of  Orient  are,"  (3)  "There came 

three  kings  at  break  of  day." 
"The  Little  Fir  Tree,"  Sara  Cone  Bryant,  Stories  to 

Tell  to  Children.  Houghton  Mifflin  Co. 


GRADE   I:   HOME  19 

HILDA'S  CHRISTMAS  1 

MARTHA  A.   L.    LANE 

Standing  apart  from  the  childish  throng. 

Little  Hilda  was  silent  and  sad; 
She  could  not  join  in  the  happy  song. 

She  could  not  echo  the  voices  glad. 

'What  can  I  do  on  Christmas  day? 

I  am  so  little  and  we  are  so  poor." 
She  said  to  herself  in  a  dreary  way 
"I  wish  there  was  never  a  Christmas  more. 

'  Mother  is  sick  and  father  can't  know 

How  children  talk  of  their  gifts  and  their  joy. 

Or  he  'd  surely  try,  he  loves  me  so. 
To  get  me  just  one  single  toy. " 

'But  Christmas  is  n't  for  what  you  get," 
She  heard  a  small,  sweet,  tender  voice,  — 

'It's  for  what  you  give,"  said  wee  Janet, 
And  the  words  made  Hilda's  heart  rejoice. 

'It  is  n't  our  birthday,"  went  on  the  mite, 

"  It  is  Christ's,  you  know;  and  I  think  he  'd  say 

If  he  were  to  talk  with  us  to-night 

That  he  'd  wish  us  to  keep  it  his  own  way." 

A  plan  came  into  Hilda's  head; 

It  seemed  to  her  she  could  hardly  wait. 
*I  can't  give  nice  things,"  she  bravely  said, 
"But  I  '11  do  what  I  can  to  celebrate." 

*I  can  give  the  baby  a  day  of  fun; 

I  can  take  my  plant  to  the  poor,  lame  boy; 

*  By  permission  of  the  author. 


20  A  COURSE  IN  CITIZENSHIP 

I  can  do  mother's  errands,  —  every  one; 
And  my  old  kite  I  can  mend  for  Roy. 

"I  can  read  to  father  and  save  his  eyes; 
I  can  feed  the  birds  in  the  locust  grove; 
I  can  give  the  squirrels  a  fine  surprise 

And  grandma  shall  have  a  letter  of  love." 

Now  when  that  busy  day  was  done. 

And  tired  Hilda  crept  to  bed, 
She  forgot  that  she  had  no  gift  of  her  own. 
"What  a  lovely  Christmas  it  was!"  she  said. 

JANUARY:  FAITHFULNESS 

For  the  Teacher: 

Whatever  any  one  does  or  says,  I  must  be  good; 
just  as  if  the  gold,  or  the  emerald,  or  the  purple  were 
always  saying  this,  "  Whatever  any  one  else  does,  I  must 
be  emerald  and  keep  my  color.  '*  —  Marcus  Aurelius. 

Suggestions  for  morning  talks 

Read  to  the  children  Phcebe  Cary's  poem,  "A  Leak  in 

the  Dike." 
Discuss  with  the  class  the  character  of  little  Peter: 

His  obedience  to  his  mother. 

His  kindness  to  the  old  man. 

His  courage  in  stopping  with  his  arm  the  leak  in  the 

great  dike. 

His  faithfulness  to  his  task  through  the  long,  dark, 

cold  night. 

Why  he  is  remembered  and  loved  and  honored. 
Peter  is  the  boy  whose  deeds  prove  his  faithfulness. 

How  can  we  be  faithful  too? 


GRADE   I:  HOME  «1 

By  coming  to  school  everyday  on  time:  this  is  being 

faithful  to  one's  school. 

By  keeping  a  promise:  this  is  being  faithful  to  one's 

word. 

By  trying  to  do  one's  work  exactly  right:  this  is  being 

faithful  to  one's  duty. 

By  going  straight  home  when  school  is  done:  not 

loitering  by  the  way  or  going  to  play  when  forbidden, 

is  being  faithful  to  one's  mother. 
How  many  other  ways  can  you  think  of? 

Doing  errands  well  without  forgetting. 

Going  to  bed  cheerfully  and  readily  when  bedtime 

comes. 
Telling  the  truth  is  being  faithful  to  God. 

Poems  and  stories  to  read  or  tell  to  children 

"The  Lost  Doll,"  Charles  Kingsley,  in  Three  Years  with 
the  Poets,  Hazard.  Houghton  Mifflin  Co. 

"Robin  Redbreast,"  William  Allingham,  Booh  of  Fam- 
ous Verse,  Houghton  Mifflin  Co. 

"Twinkle,  twinkle  little  Star,"  Jane  Taylor,  in  Selections 
for  Memorizing.    Ginn  &  Co. 

**If  I  were  a  Sunbeam,"  Lucy  Larcom,  Childhood  Songs, 
Houghton  Mifflin  Co. 

"Good-Night  and  Good-Morning,"  and  "Lady  Moon," 
Lord  Houghton,  R.L.S.  Nos.  59  and  70.  Houghton 
Mifflin  Co. 

"A  Child's  Prayer,"  M.  Betham  Edwards,  in  Poems  by 
Grades,  Harris  and  Gilbert.   Charles  Scribner's  Sons. 

"The  Tempest,"  James  T.  Fields.  R.L.S.  No.  X, 
Houghton  Mifflin  Co. 

The  Cock,  the  Mouse,  and  the  Little  Red  Ht    ■. 
Felicite  Lefevre.  Jacobs  &  Co. 


22  A  COURSE  IN  CITIZENSHIP 

"  Dust  under  the  Rug,"  Maud  Lindsay.  See  Grade  III, 

p.  111. 
"Story  of  the  Pigs,"  Joel  Chandler  Harris,  Nights  with 

Uncle  Remus.  Houghton  Mifflin  Co. 
"The  Seven  Ways  of  the  Woods,"  Ellen  C.  Babbitt, 

Jataka  Tales.  Century  Co. 

A  LEAK  IN  THE  DIKE  ^ 

PHCEBE   CARY 
A  Story  of  Holland 

The  good  dame  looked  from  her  cottage 

At  the  close  of  the  pleasant  day. 
And  cheerily  called  to  her  little  son 

Outside  the  door  at  play: 
**Come,  Peter,  come!  I  want  you  to  go. 

While  there  is  light  to  see. 
To  the  hut  of  the  blind  old  man  who  lives 

Across  the  dike,  for  me; 
And  take  these  cakes  I  made  for  him  — 

They  are  hot  and  smoking  yet; 
You  have  time  enough  to  go  and  come 

Before  the  sun  is  set." 


And  now,  with  his  face  all  glowing. 

And  eyes  as  bright  as  the  day 
With  the  thoughts  of  his  pleasant  errand. 

He  trudged  along  the  way; 
And  soon  his  joyous  prattle 

Made  glad  a  lonesome  place  — 
Alas !  if  only  the  blind  old  man 

Could  have  seen  that  happy  face! 

<  Abridged  from  the  Poetical  Works  qf  Alice  and  Phosbe  Gary.  Houghton  Mifflin  COi 


GKADE   I:   HOME  23 

Yet  he  somehow  caught  the  brightness 
Which  his  voice  and  presence  lent; 

And  he  felt  the  sunshine  come  and  go 
As  Peter  came  and  went. 

And  now,  as  the  day  was  sinking. 

And  the  winds  began  to  rise, 
The  mother  looked  from  her  door  again. 

Shading  her  anxious  eyes; 
And  saw  the  shadows  deepen 

And  birds  to  their  homes  come  back. 
But  never  a  sign  of  Peter 

Along  the  level  track. 
But  she  said,  "He  will  come  at  morning. 

So  I  need  not  fret  or  grieve  — 
Though  it  is  n't  like  my  boy  at  all 

To  stay  without  my  leave." 

But  where  was  the  child  delaying  ?' 

On  the  homeward  way  was  he. 
And  across  the  dike  while  the  sun  was  up ' 

An  hour  above  the  sea. 
He  was  stopping  now  to  gather  flowers. 

Now  listening  to  the  sound. 
As  the  angry  waters  dashed  themselves 

Against  their  narrow  bound. 
'Ah!  well  for  us,"  said  Peter, 
"  That  the  gates  are  good  and  strong. 
And  my  father  tends  them  carefully. 

Or  they  would  not  hold  you  long!" 

But  hark!  Through  the  noise  of  waters 
Comes  a  low,  clear,  trickling  sound; 

And  the  child's  face  pales  with  terror. 
And  his  blossoms  drop  to  the  ground. 


S4  A. COURSE  IN  CITIZENSHIP 

He  IS  up  the  bank  in  a  moment. 

And,  stealing  through  the  sand. 
He  sees  a  stream  not  yet  so  large 

As  his  slender,  childish  hand. 
'Tis  a  leak  in  the  dike!  He  is  but  a  boy. 

Unused  to  fearful  scenes; 
But,  young  as  he  is,  he  has  learned  to  know 

The  dreadful  jthing  that  means. 

For  he  knows  the  smallest  leak  may  grow 

To  a  flood  in  a  single  night; 
And  he  knows  the  strength  of  the  cruel  sea 

When  loosed  in  its  angry  might. 

And  the  boy!  He  has  seen  the  danger. 

And,  shouting  a  wild  alarm. 
He  forces  back  the  weight  of  the  sea 

With  the  strength  of  his  single  arm! 
He  listens  for  the  joyful  sound 

Of  a  footstep  passing  nigh; 
And  lays  his  ear  to  the  ground,  to  catch 

The  answer  to  his  cry. 

He  sees  no  hope,  no  succor. 

His  feeble  voice  is  lost; 
Yet  what  shall  he  do  but  watch  and  wait. 

Though  he  perish  at  his  post! 

He  thinks  of  his  brother  and  sister, 

Asleep  in  their  safe  warm  bed; 
He  thinks  of  his  father  and  mother, 

Of  himself  as  dying  —  and  dead; 
And  of  how,  when  the  night  is  over. 

They  must  come  and  find  him  at  last: 
But  he  never  thinks  he  can  leave  the  place 

Where  duty  holds  him  fast. 


GRADE  I:  HOME  25 

The  good  dame  in  the  cottage 

Is  up  and  astir  with  the  light. 
For  the  thought  of  her  little  Peter 

Has  been  with  her  all  night. 
And  now  she  watches  the  pathway. 

As  y ester  eve  she  had  done; 
But  what  does  she  see  so  strange  and  black 

Against  the  rising  sun? 
Her  neighbors  are  bearing  between  them 

Something  straight  to  her  door; 
Her  child  is  coming  home,  but  not 

As  he  ever  came  before! 

*He  is  dead!"  she  cries;  "my  darling!" 

And  the  startled  father  hears. 
And  comes  and  looks  the  way  she  looks. 

And  fears  the  thing  she  fears : 
Till  a  glad  shout  from  the  bearers 

Thrills  the  stricken  man  and  wife  — 
'Give  thanks,  for  your  son  has  saved  our  landj, 

And  God  has  saved  his  life!" 
So,  there  in  the  morning  sunshine 

They  knelt  about  the  boy; 
And  every  head  was  bared  and  bent 

In  tearful,  reverent  joy. 

*T  is  many  a  year  since  then;  but  still. 

When  the  sea  roars  like  a  flood. 
Their  boys  are  taught  what  a  boy  can  do 

Who  is  brave  and  true  and  good. 
For  every  man  in  that  country 

Takes  his  son  by  the  hand. 
And  tells  him  of  little  Peter, 

Whose  courage  saved  the  land. 

They  have  many  a  valiant  hero, 
Remembered  through  the  years: 


26  A  COURSE  IN  CITIZENSHIP 

But  never  one  whose  name  so  oft 
Is  named  with  loving  tears. 

And  his  deed  shall  be  sung  by  the  cradle. 
And  told  to  the  child  on  the  knee, 

So  long  as  the  dikes  in  Holland 
Divide  the  land  from  the  sea! 


THE  DOG  OF  HELVELLYN 

MARY  McSKIMMON 

High  up  on  the  mountain  side  a  hunter  climbed  fol- 
lowed by  his  faithful  dog.  In  the  mist  and  storm  the 
hunter  lost  his  way,  slipped  over  a  steep  cliff  and  was 
killed.  The  good  and  faithful  dog  never  left  his  side. 
The  storm  cleared  off  and  the  stars  came  out,  while 
the  noble  animal  waited  for  his  master  to  get  up  and 
speak  to  him. 

Morning  came  and  the  bright  sunshine,  but  the  dog 
never  thought  of  giving  up  his  watchful  care.  All 
alone  on  the  mountain  where  no  one  came  for  many 
weeks,  he  watched  faithfully  by  his  dead  master. 

He  must  have  found  food  for  himself  somewhere. 
Perhaps  he  caught  little  field  mice  or  rabbits  that  lived 
there,  and  drank  water  from  a  brook  close  by.  Never 
did  the  good  dog  forget  his  master's  love  and  care  for 
him,  and  so  through  the  weary  weeks  and  months  with 
never  a  word  to  cheer  or  comfort  his  aching  heart  he 
watched  faithfully. 

At  last  one  day  a  party  of  huntsmen  came  to  the  spot 
where  the  good  dog  waited.  It  made  their  hearts  ache 
to  see  how  thin  and  worn  the  poor  dog  was.  They  took 
up  the  body  of  his  master  and  the  faithful  dog  followed 
close  behind,  till  they  reached  the  long  lost  home. 

Should  not  a  child  learn  to  be  faithful  when  a  dog 
knew  the  lesson  so  well? 


GRADE   I:   HOME  27 

FEBRUARY:  THE  KINDNESS  OF 
GREAT  MEN 

For  the  Teacher: 

The  bravest  are  the  tenderest. 
The  loving  are  the  daring. 

Bayard  Taylor. 

Suggestions  for  morning  talks 

Tell  the  children  the  story  of  "The  Ugly  Duckling." 
Hans  Andersen,  the  author,  wrote  it  to  show  how 
greatly  kindness  is  needed  everywhere.  He  became 
a  great  and  honored  man  who  was  always  kind  to 
the  unfortunate. 

Abraham  Lincoln,  whose  birthday  we  remember  this 
month,  had  a  heart  brimful  of  kindness.  His  heart 
was  filled  with  pity  for  the  poor  black  slaves,  and  he 
caused  them  to  be  freed.  He  was  always  good  to  his 
mother.  Once  he  said,  "All  that  I  am,  I  owe  to  my 
mother.  '* 

Henry  W.  Longfellow  showed  his  kindness  to  every  one, 
friend,  neighbor,  and  stranger  alike.  Listen  to  the 
poem  called  "The  Children's  Hour."  What  does  it 
show  us  about  his  own  children? 

Hundreds  of  years  ago  an  English  soldier  named  Sir 
Philip  Sidney  was  wounded  in  a  battle.  He  was  suffer- 
ing terribly  and  was  almost  dying  of  thirst.  Some 
one  took  him  a  cup  of  water.  Just  as  he  was  going 
to  drink  it,  he  saw  another  poor  wounded  soldier  look 
longingly  at  the  water.  Sir  Philip  gave  it  all  to  him 
saying,  "Take  it,  your  need  is  greater  than  mine." 
What  made  him  give  away  the  water  he  wanted 
so  much? 


28  A  COURSE  IN  CITIZENSHIP 

Robert  Louis  Stevenson  wrote  poems  that  all  children 
love.  For  many  years  he  lived  far  away  from  his 
home  on  an  island  called  Samoa.  The  people  were 
brown  there.  They  were  poor  and  humble  and  had 
no  money  or  rich  gifts  to  give  Mr.  Stevenson  to  show 
their  love  for  all  his  daily  kindness  to  them,  so  they 
built  a  long,  long  road  straight  up  the  hills  from  the 
sea  to  his  home.  Mr.  Stevenson  was  delighted  to  have 
a  beautiful  smooth  road  to  ride  on,  and  he  called  it 
"The  Road  of  the  Loving  Hearts."  Why.? 

Hundreds  of  years  ago  a  great  man  called  St.  Francis- 
was  so  kind  to  all,  that  people  said  even  a  big  gray 
wolf  stopped  killing  the  sheep  of  the  poor  peasants 
because  St.  Francis  asked  him  to.  (Read  extracts 
from  Everybody  s  St.  Francis,  Maurice  F.  Egan. 
The  Century  Co.)  How  could  a  man  have  so  much 
power  with  wild  beasts? 

THE  WOLF  OF  GUBBIO  ^ 

What  time  St.  Francis  abode  in  the  city  of  Agobio 
(Gubbio)  there  appeared  in  the  country  an  exceeding 
great  wolf,  terrible  and  fierce,  which  not  only  devoured 
animals  but  also  men,  so  that  all  the  city  folk  stood  in 
great  fear;  none  durst  go  forth  of  that  place.  St.  Francis, 
having  compassion  on  the  people,  went  forth  with  his 
companions,  putting  all  his  trust  in  God.  And  the 
others  misdoubting  to  go  further,  St.  Francis  took  the 
road  to  the  place  where  the  wolf  lay.  In  the  sight  of 
many  of  the  townsfolk  that  had  come  out  to  see  this 
miracle,  the  wolf  made  at  St.  Francis  with  open  mouth. 
St.  Francis  called  to  him:  "Come  hither,  brother  wolf: 
I  command  thee  in  the  name  of  Christ  that  thou  do  no 

»  Abridged  from  The  Little  Flowers  qf  8U  Francit.    The  Macmillan  Co, 


GRADE  I:  HOME  29 

harm,  nor  to  me  nor  to  any  one."  O  wondrous  thing! 
the  wolf  shut  his  jaws  and  stayed  his  running,  and  when 
he  was  bid,  came  gently  as  a  lamb  and  laid  him  down 
at  the  feet  of  St.  Francis.  Thereat  St.  Francis  thus 
bespake  him:  "Brother  wolf,  much  harm  hast  thou 
wrought  in  these  parts,  spoiling  and  slaying  the  crea- 
tures of  God,  without  His  leave:  But  I  would  fain, 
brother  wolf,  make  peace  between  thee  and  these;  so 
that  thou  mayest  no  more  offend  them,  and  they  may 
forgive  thee,  and  nor  men  nor  dogs  pursue  thee  any 
more."  The  wolf  with  movements  of  body,  tail,  and 
eyes,  and  by  the  bending  of  his  head,  gave  sign  of  his 
assent,  and  of  his  will  to  abide  thereby.  Then  spake 
St.  Francis  again:  "Brother  wolf,  sith  it  pleaseth  thee 
to  make  this  peace,  I  will  see  to  it  that  the  folk  of  this 
place  give  thee  food  so  long  as  thou  shalt  live;  for  I  wot 
well  that  through  hunger  hast  thou  wrought  all  this  ill. 
But  I  will,  brother  wolf,  that  thou  promise  me  to  do 
none  hurt  to  any  more;  dost  promise  me  this?  "  And  the 
wolf  promised.  Then  quoth  St.  Francis,  "I  will  that 
thou  plight  me  troth  for  this  promise,"  and  stretching 
forth  his  hand,  the  wolf  lifted  up  his  right  paw  and  laid 
it  gently  on  the  hand  of  St.  Francis.  Then  quoth  St. 
Francis:  "Brother  wolf,  I  bid  thee  come  now  with  me 
and  let  us  stablish  this  peace  in  God's  name. "  And  the 
wolf  obedient  set  forth  with  him;  and  straightway 
the  bruit  of  it  was  spread  through  the  city,  so  that  all  the 
people,  men-folk  and  women-folk,  great  and  small, 
young  and  old,  gat  them  to  the  market  place  to  see  the 
wolf  with  St.  Francis.  And  St.  Francis  said  to  them; 
"Brother  wolf  hath  promised  me  to  offend  no  more  in 
any  thing;  and  do  ye  promise  him  to  give  him  every  day 
whatever  he  needs."  Then  promised  all  the  folk  with 
one  accord  to  give  him  food  abidingly.  Then  quoth  St. 
Francis:  "And  thou,  brother  wolf,  doth  thou  promise 
to  keep  this  pact  of  peace?"   And  the  wolf  knelt  him 


30  A  COURSE  IN  CITIZENSHIP 

down  and  bowed  his  head.  Therewith  all  began  to  lift 
up  their  voices  blessing  God,  that  had  sent  St.  Francis 
unto  them,  who  by  his  merits  had  set  them  free  from  the 
jaws  of  the  cruel  beast.  And  thereafter  this  same  wolf 
lived  two  years  in  Agobio;  and  went  like  a  tame  beast 
in  and  out  the  houses,  from  door  to  door,  without  doing 
hurt  to  any  or  any  doing  hurt  to  him,  and  was  courte- 
ously nourished  by  the  people;  and  as  he  passed  thus- 
wise  through  the  country  and  the  houses,  never  did  any 
dog  bark  behind  him.  At  length,  after  a  two  years* 
space,  brother  wolf  died  of  old  age:  whereat  the  towns- 
folk sorely  grieved,  sith  marking  him  pass  so  gently 
through  the  city,  they  minded  them  the  better  of  the 
virtue  and  sanctity  of  St.  Francis. 

MARCH:  GENEROSITY 

For  the  Teacher: 

Dust  as  we  are,  the  immortal  spirit  grows 
Like  harmony  in  music;  there  is  a  dark 
Inscrutable  workmanship  that  reconciles 
Discordant  elements,  makes  them  cling  together 
In  one  society.  How  strange  that  all 
The  terrors,  pains,  and  early  miseries. 
Regrets,  vexations,  lassitudes  interfused 
Within  my  mind,  should  e'er  have  borne  a  part, 
And  that  a  needful  part,  in  making  up 
The  calm  existence  that  is  mine,  when  I 
Am  worthy  of  myself! 

Wordsworth,  The  Prelude, 
Book  I. 

Suggestions  for  morning  talks 

Read  Phoebe  Cary's  poem  "A  Legend  of  the  North- 
land." 
Be  «ure  that  the  children's  ideas  are  clear  concerning 


GRADE   I:  HOME  31 

the  details  of  the  story.   Try  to  have  them  find  the 

truth  underlying  the  make-believe. 

What  kind  of  a  country  is  the  Northland? 

What  is  the  reindeer  used  for? 

Where  do  the  children  get  their  clothes? 

What  was  the  good  saint  doing? 

Why  did  he  ask  the  woman  for  a  cake? 

Why  did  she  make  a  small  one,  and  still  a  smaller? 

Why  did  she  keep  them  all? 

Do  we  like  stingy  people? 

Do  we  want  to  be  stingy? 

What  was  her  punishment? 
Contrast  tliis  story  with  the  true  and  well  known  de- 
votion of  the  eider  duck  that  plucks  the  down  from 

her  own  breast  to  line  the  nest  and  keep  her  babies 

warm  in  the  cold  land  of  Labrador.   Why  do  we 

love  this  bird? 
How  can  a  child  be  generous? 

Sharing  his  pleasures. 

Letting  otherc  play  with  his  toys. 

Letting  his  playmate  or  little  sister  have  the  prettiest 

apple,  or  the  largest  piece  of  cake. 

By  not  taking  up  too  much  of  the  teacher's  time  from 

the  rest  of  the  class. 

Letting  some  one  else  have  the  first  chance  on  the 

swing. 

By  refusing  to  take  all  the  good  things,  even  if  they 

are  offered  to  him. 

Poems  and  stories  to  read  or  tell  to  children 

"  I  Love  You,  Mother,"  Joy  Allison.  See  Grade  HI,  p.  91. 
"Little  Bell,"  Thomas  Westwood.    Fireside  Encyclo^ 
pcedia  of  Poetry,    H.  T.  Coates  &  Co. 


32  A  COURSE  IN  CITIZENSHIP 

''Alec  Yeaton's  Son,"  T.  B.  Aldrich.   R.L.S.  No.  124. 

Houghton  Mifflin  Co. 
"George  Nidiver,"  Anonymous;  quoted  in  Emerson's 

"  Courage,"  Society  and  Solitude.  Houghton  Mifflin  Co. 
"The  Pied  Piper,"  Browning.    R.L.S.  No.  115.    Hough- 
ton Mifflin  Co. 
"The  Fairies  of  the  Caldon  Low,"  Mary  Howitt.  Book 

of  Famous  Verse.  Houghton  Mifflin  Co. 
"Mabel  on  Midsummer  Day,"  Mary  Howitt.   Poetry 

for  Home  and  School.    G.  P.  Putnam's  Sons. 
"  The  Tree,"  Bjornstjerne  Bjornson.    R.L.S.  No.  CC. 

Houghton  Mifflin  Co. 
"A  Year's  Windfalls,"  Christina  Rossetti.  Poems,  The 

Macmillan  Co. 
Fables  and  Folk-Stories,  H.   E.   Scudder.    Houghton 

Mifflin  Co. 
The  Happy  Prince,  Oscar  Wilde.  G.  P.  Putnam's  Sons. 
Nature  Myths  and  Stories  for  Little  Children,  Flora  J. 

Cooke.  Flanagan,  Chicago. 
Book  of  Nature  Myths,  Florence  Holbrook.   Houghton 

Mifflin  Co. 
The   Golden    Windows,    Laura   E.    Richards.     Little, 

Brown  &  Co. 
"The  Star  Dollars,"  "The  Shower  of  Gold,"  Grimms' 

Fairy  Tales.  R.L.S.  No.  107.  Houghton  Mifflin  Co. 

A  LEGEND  OF  THE  NORTHLAND  ^ 

PHCEBE   CARY 

Away,  away  in  the  Northland, 

Where  the  hours  of  the  day  are  few, 

And  the  nights  are  so  long  in  winter, 
They  cannot  sleep  them  through; 

*  From  the  Poetical  Works  of  Alice  and  Phoebe  Gary.  Houghton  Mifflio  Ca 


GRADE  I:  HOME  SS 

Where  they  harness  the  swift  reindeer 

To  the  sledges,  when  it  snows; 
And  the  children  look  like  bear's  cubs 

In  their  funny,  furry  clothes: 

They  tell  them  a  curious  story  — 

I  don't  believe  'tis  true; 
And  yet  you  may  learn  a  lesson 

If  I  tell  the  tale  to  you. 

Once,  when  the  good  Saint  Peter 

Lived  in  the  world  below. 
And  walked  about  it,  preaching. 

Just  as  he  did,  you  know; 

He  came  to  the  door  of  a  cottage. 

In  traveling  round  the  earth, 
Where  a  little  woman  was  making  cakes» 

And  baking  them  on  the  hearth; 

And  being  faint  with  fasting. 

For  the  day  was  almost  done. 
He  asked  her,  from  her  store  of  cakes. 

To  give  him  a  single  one. 

So  she  made  a  very  little  cake. 

But  as  it  baking  lay 
She  looked  at  it,  and  thought  it  seemed 

Too  large  to  give  away. 

Therefore  she  kneaded  another. 

And  still  a  smaller  one; 
But  it  looked  when  she  turned  it  over, 

As  large  as  the  first  had  done. 

Then  she  took  a  tiny  scrap  of  dough. 
And  rolled  and  rolled  it  flat; 


S4  A  COURSE  IN  CITIZENSHIP 

And  baked  it  thin  as  a  wafer  — 
But  she  could  n't  part  with  that. 

For  she  said,  "  My  cakes  that  seem  too  small 

When  I  eat  of  them  myself. 
Are  yet  too  large  to  give  away." 

So  she  put  them  on  the  shelf. 

Then  good  Saint  Peter  grew  angry. 

For  he  was  hungry  and  faint; 
And  surely  such  a  woman 

Was  enough  to  provoke  a  saint. 

And  he  said,  "You  are  far  too  selfish 

To  dwell  in  a  human  form. 
To  have  both  food  and  shelter. 

And  fire  to  keep  you  warm: 

"Now  you  shall  build  as  the  birds  do. 
And  shall  get  your  scanty  food 
By  boring,  and  boring,  and  boring. 
All  day  in  the  hard,  dry  wood." 

Then  up  she  went  through  the  chimney. 

Never  speaking  a  word. 
And  out  of  the  top  flew  a  woodpecker. 

For  she  was  changed  to  a  bird. 

She  had  a  scarlet  cap  on  her  head. 

And  that  was  left  the  same. 
But  all  the  rest  of  her  clothes  were  burned 

Black  as  a  coal  in  the  flame. 

And  every  country  schoolboy 

Has  seen  her  in  the  wood; 
Where  she  lives  in  the  trees  till  this  very  day. 

Boring  and  boring  for  food. 


GRADE  I:  HOME  35 

And  this  is  the  lesson  she  teaches: 

Live  not  for  yourself  alone, 
Lest  the  needs  you  will  not  pity. 

Shall  one  day  be  your  own. 

Give  plenty  of  what  is  given  to  you, 

Listen  to  pity's  call; 
Don't  think  the  little  you  give  is  great. 

And  the  much  you  get  is  small. 


APRIL:  KINDNESS  SHOWN  BY 
GOOD   MANNERS 

For  the  Teacher: 

SAINT  MATTHEW  1 

JOHN  KEBLE 

There  are  in  this  loud  stunning  tide 

Of  human  care  and  crime, 
With  whom  the  melodies  abide 

Of  th'  everlasting  chime; 
Who  carry  music  in  their  heart, 
Through  dusky  lane  and  wrangling  mart. 
Plying  their  daily  task  with  busier  feet. 
Because  their  secret  souls  a  holy  strain  repeat. 

For  the  Class: 

Politeness  is  to  do  and  say 

The  kindest  thing  in  the  kindest  way. 

Suggestions  for  morning  talks 

R^ad:  "The  Whole  Duty  of  Children,"  in  A  Child's 
Garden  of  Verses,  by  Robert  Louis  Stevenson. 

1  From  The  Chrittian  Year. 


36  A  COURSE  IN  CITIZENSHIP 

Tell  the  story  of  "Purring  When  You're  Pleased,"  in 
Parables  from  Nature,  by  Mrs.  Alfred  Gatty.  Every- 
man's Library. 
Since  courtesy  is  only  putting  into  use  in  church,  at 

home,  at  school,  in  the  street,  in  cars,  the  kind  feelings 

we  hold  in  our  hearts  towards  others,  many  of  the 

stories  and  poems  in  the  previous  lists  may  be  used 

again  in  teaching  the  subject  of  Good  Manners. 
For  discussion: 
How  may  a  child  practice  good  manners  at  home? 

Never  interrupt  a  conversation  between  people  older 

than  you  are. 

Do  not  choose  the  best  seat  in  the  room. 

Learn  to  say  "  Please  "  whenever  you  ask  for  anything. 

Learn  to  say  "I  thank  you,"  not  "Thanks,"  when 

any  kindness  has  been  shown  you. 

You  must  not  sulk  or  answer  back  when  reproved. 

Pass  behind,  not  in  front  of  people. 
What  are  some  of  the  ways  of  being  well-mannered  at 

school? 

On  your  way  to  school,  learn  to  say  "  Good-morning" 

to  all  whom  you  know.   Never  say  "Hello"  to  grown 

people. 

Say  "Good  morning"  to  your  teacher  on  entering 

school. 

Do  not  stare  at  visitors. 
How  may  politeness  be  shown  on  the  street? 

If  you  are  playing  with  a  cart,  hoop,  or  sled,  look  out 

not  to  run  into  any  one. 

Never  block  up  the  pathway  of  passers-by. 

Touch  your  cap  to  all  ladies  whom  you  know. 
Let  us  think  of  some  ways  we  can  show  politeness  while 

traveling. 


GRADE  I:  HOME  37 

We  should  not  rush  for  the  best  seats. 

A  polite  boy  will  always  give  his  seat,  lifting  his  cap 

as  he  does  so,  to  any  lady  who  is  standing. 
How  can  we  be  polite  in  church.? 

By  getting  there  on  time. 

Not  talking  or  whispering  or  staring  around. 

Sitting  quietly. 

Not  putting  on  gloves  or  overcoat  till  the  services  are 

over. 
In  general. 

Let  us  learn  to  say,  "Yes,  mother,"  "No,  father," 

"Yes,  Miss ." 

Our  manners  can  never  be  good  manners  unless  we 

practice  them  every  day. 

When  a  visitor  comes,  either  at  home  or  school,  find 

her  a  chair  and  lay  aside  her  wraps  or  umbrella. 

When  passing  through  an  open  doorway,  hold  the 

door  open  for  those  behind  you. 

Practice  until  you  can  pass  cups  and  saucers  nicely. 

Say  "Excuse  me,"  even  if  you  are  not  to  blame.       _ 

Always  open  the  door  for  your  mother  or  when  any 

other  older  person  leaves  the  room  where  you  are. 

Move  away  from  the  end  seat  of  a  car  so  that  it  will 

be  easy  for  ladies  to  get  in. 

Offer  to  carry  bundles.   Run  when  you  are  asked  to 

do  an  errand. 

Avoid  whispering  in  company. 

TROTT  MAKES  A  VISIT  ^ 

There  was  once  a  little  French  boy  named  Trott,  who 
lived  with  his  pretty  mamma  in  a  beautiful  house  near 

*  From  Mon  Petit  Trott,  A.  Lichtenberger.  Adapted  by  Marjorie  L.  Heniy. 


38  A  COURSE  IN  CITIZENSHIP 

the  sea.  The  story  I  am  going  to  tell  you  is  about  little 
Trott's  visit  with  one  of  his  mamma's  friends,  Mme. 
de  Trean  (Mme.  is  the  French  word  for  Mrs.). 

Mme.  de  Trean  lives  in  a  little  red  house  with  two 
towers,  not  far  from  Trott's  home.  Her  house  is  perched 
up  all  alone  on  a  great  rock  which  stands  out  over  the 
sea,  and  seems  to  say  to  the  people  who  pass  by  — 
"Go  on,  do  not  notice  me." 

Mme.  de  Trean  is  very  old.  She  has  very  white  hair 
and  cheeks  with  wrinkles.  Her  hands,  on  which  she 
wears  beautiful  rings,  tremble  when  she  takes  your 
hand  in  hers.  Her  back  is  bent,  and  she  can  walk  only 
a  little  way  each  day  in  her  sunny  garden.  Sometimes 
she  goes  for  a  little  drive  in  her  black  carriage  with  the 
black  coachman  and  the  black  horse.  The  rest  of  the 
day  she  sits  very  still  in  her  parlor,  all  alone.  She  can 
never  see  any  one  —  for  she  is  blind. 

To-day  Trott  is  going  with  his  mamma  to  take  lunch 
with  Mme.  de  Trean.  They  are  just  a  little  late  so  Trott 
has  to  run  to  keep  up  with  his  mother.  At  last  they 
arrive  and  an  old  servant  leads  them  into  the  parlor. 
Mme.  de  Trean  is  sitting  in  a  large  arm-chair,  all  alone. 
Mamma  greets  her  kindly,  and  Trott,  when  she  has 
kissed  him,  sits  quietly  in  his  chair  until  lunch  is 
served. 

"Come,  my  little  man,  come  and  give  me  your  arm.*' 

Trott  runs  to  Mme.  de  Trean,  very  proud  and  very 
happy  to  help  the  dear  old  lady.  She  takes  his  little 
hand  in  hers  and  slowly  they  go  to  the  dining-room. 
Trott  is  lifted  to  a  big  high  chair,  and  a  napkin  is  tied 
around  his  neck. 

Trott  does  not  say  a  word.  In  the  first  place  he  knows 
that  children  must  not  talk  at  the  table,  and  then  he 
is  very  busy  trying  to  be*  p>olite.  Certainly  if  he  put  his 
elbow  on  the  table  or  if  he  upset  his  glass  Mme.  de 
Trean  would  not  see  him.  But  to  make  that  an  excuse 


GRADE  I:  HOME  S9 

would  be  all  the  worse;  it  would  be  just  like  telling 
a  lie. 

Just  now  Trott  is  having  such  a  hard  time  with  a 
piece  of  fish  that  will  not  come  on  to  his  fork.  He  is 
trying  so  hard  to  take  it  up  nicely  without  touching 
it  with  his  fingers,  that  his  forehead  is  all  perspiration 
and  his  little  face  is  as  red  as  can  be.  Hurrah !  The 
fish  is  caught.  Oh !  but  there  is  a  little  drop  of  gravy 
on  the  cloth.  What  a  shame !  But  no  one  has  seen.  — 
Trott  waits  imtil  mother  stops  speaking: 

"Madame,—" 

Madame  de  Trean  starts  with  surprise. 

"What  is  it,  my  little  friend?" 

"I  made  a  spot  with  the  gravy  sauce!  I  am  very 
sorry." 

Madame  de  Trean  smiles  happily. 

"You  have  done  right,  my  little  Trott,  to  tell  me 
what  you  did  wrong.  We  should  always  act  so  that 
every  one  may  see  us,  and  if  sometimes  we  do  some- 
thing which  is  not  quite  right,  at  least  we  should  not 
hide  it." 

When  lunch  is  over  Mme.  de  Trean  invites  mother 
and  Trott  to  take  a  little  drive.  Mamma  has  promised 
to  spend  the  afternoon  with  another  friend,  but  she 
says: 

"Trott  would  just  love  to  go,  madame.  Don't  you 
want  to  go  driving  with  Mme.  de  Trean?" 

Trott  does  not  want  to  go  very  much.  He  was  going 
to  play  with  his  little  friend  Marie.  That  would  be 
more  fun.  He  is  just  going  to  say  so  when  he  thinks 
that  poor  Mme.  de  Trean  must  get  very  lonely,  and  it 
would  not  be  polite  to  say  "no." 

"Yes,  mother,  I  should  like  to  go." 

The  big  black  horse  brings  the  carriage  to  the  door, 
and  side  by  side  Mme.  de  Trean  and  little  Trott  drive 
away. 


40  A  COURSE  IN  CITIZENSHIP 

MAY:    AVOIDING    QUARRELS    AND 
MAKING  PEACE 

For  the  Teacher: 

CHRISTABEL 

SAMUEL    TAYLOR    COLERIDGE 

Alas!  they  had  been  friends  in  youth; 
But  whispering  tongues  can  poison  truth; 
And  constancy  lives  in  realms  above; 
And  life  is  thorny;  and  youth  is  vain; 
And  to  be  wroth  with  one  we  love, 
Doth  work  like  madness  in  the  brain. 
And  thus  it  chanced,  as  I  divine. 
With  Roland  and  Sir  Leoline. 
Each  spake  words  of  high  disdain 
And  insult  to  his  heart's  best  brother: 
They  parted  —  ne'er  to  meet  again! 
But  never  either  found  another 
To  free  the  hollow  heart  from  paining  — 
They  stood  aloof,  the  scars  remaining. 
Like  cliffs  which  had  been  rent  asunder; 
A  dreary  sea  now  flows  between  — 
But  neither  heat,  nor  frost,  nor  thunder. 
Shall  wholly  do  away,  I  ween. 
The  marks  of  that  which  once  hath  been. 

Suggestions  for  morning  talks 

What  are  some  of  the  ways  that  quarrels  begin? 
Through  trying  to  tease:  —  calling  names. 
Because  some  one  always  insists  on  "bossing"  the 
others. 

When  we  forget  to  be  kind  and  generous,  and  all 
snatch  something  at  the  same  time. 
When  we  are  tale-bearers. 


GRADE  I:  HOIVIE  41 

What  can  we  do  to  be  peacemakers? 

Run  away  from  children  who  are  cross  and  quarrel- 
some, and  find  some  one  else  to  play  with. 
Remember  that  it  always  takes  two  to  make  a  quarrel, 
and  that  we  must  not  be  one  of  them. 
Sometimes  if  you  see  a  quarrel  coming  on  you  can 
stop  it  by  starting  a  new  game,  and  by  saying,  "Come 
on,  let's  all  play." 

When  you  are  angry,  stop  and  count  ten  before  you 
speak.  Try  to  make  your  neighborhood  a  nice  place 
to  live  in,  by  avoiding  all  unkind  words  and  deeds  that 
annoy  others. 

There  is  a  beautiful  verse  that  says,  "Blessed  are  the 
peacemakers,  for  they  shall  be  called  the  children  of 
God."  If  you  avoid  quarrels  and  try  to  make  others 
do  the  same,  you  are  a  peacemaker. 

Read:  "A  Hint,"  Anna  Pratt,  in  Three  Years  with  the 
Poets.   Houghton  Mifflin  Co. 

THE  DISCONTENTED  SQUIRREL 

ETHEL   CABOT 

Once  upon  a  time  there  was  a  family  of  squirrels  that 
lived  in  a  nice  warm  hole  in  a  tall  tree.  They  would 
have  been  a  very  happy  family  if  it  had  not  been  for 
one  little  squirrel  that  had  a  very  bad  temper.  When 
they  gathered  together  to  have  their  supper  he  grabbed 
the  biggest  nuts  and  took  more  than  his  share.  He 
pushed  the  others  if  there  was  no  room,  and  bit  and 
scratched  them.  At  night  he  took  the  best  place  to 
sleep  in  the  middle  of  the  hole  and  crowded  the  littler 
ones  out  on  to  the  edge  where  it  was  cold.  Mother 
squirrel  did  all  she  could  to  correct  him,  but  at  last 
father  squirrel  said  he  could  stand  the  quarreling  no 


42  A  COURSE  IN  CITIZENSHIP 

longer,  so  one  morning  he  told  little  squirrel  to  follow 
him. 

They  ran  down  the  trunk  of  the  tree  and  over  the 
dry  leaves;  and  on  and  on  they  went  until  they  came 
to  a  part  of  the  wood  that  the  little  squirrel  had  never 
seen.  It  was  all  new  and  strange  to  him.  Finally  they 
came  to  a  very  large  oak  tree  and  up  this  father  squirrel 
ran,  little  squirrel  following  after.  Near  the  top  they 
came  to  quite  a  large  hole,  and  father  squirrel  said,  very 
sternly,  "Go  into  this  hole  and  stay  there  till  you  can 
be  a  good  little  squirrel."  Little  Squirrel  crept  into  it 
and  heard  his  father  scrabbling  down  the  tree-trunk 
and  pattering  off  over  the  dry  leaves,  and  he  felt  very 
lonely  for  a  moment.  Then  he  began  looking  round 
the  hole;  he  found  a  soft  bed  of  leaves  and  a  good  pile 
of  nuts  and  he  thought,  "It  will  be  fun  to  have  the 
place  all  to  myself  and  do  just  as  /  please."  So  he 
tried  to  play  some  games,  but  he  found  he  could  n*t 
play  all  alone.  He  went  back  to  the  hole  and  began  to 
think  his  home  and  brothers  and  sisters  better  than 
he  had  realized.  Then  it  began  to  grow  dark  and  there 
were  no  nice  little  brothers  and  sisters  to  cuddle  up 
to  and  keep  warm  against,  and  no  good  mother  to 
say  "Good-night"  to  him.  The  night  seemed  very 
long.  The  next  morning  when  he  woke  up  it  was  rain- 
ing and  he  felt  very,  very  far  away  from  his  home. 
He  sat  looking  out  of  the  hole  and  thought  of  the 
nice  things  his  brothers  and  sisters  were  doing;  how 
they  were  scampering  about  together;  and  he  thought 
he  would  like  very  much  to  go  home.  All  the  day  it 
grew  worse  and  worse;  that  night  he  said  to  himself 
that  if  only  his  father  would  come  and  take  him  back 
he  would  be  a  good  squirrel,  and  he  cried  himself  to 
sleep. 

The  next  morning,  as  he  was  sitting  very  still,  he 
thought  he  heard  a  pattering  on  the  leaves  that  sounded 


GRADE  I:  HOME  43 

like  his  father!  Yes!  he  heard  feet  scrambling  up  the 
tree-trunk  and  then,  —  his  father  popped  into  the  hole ! 
Looking  at  little  squirrel  he  asked,  "Can  you  be  good 
now?"  and  little  squirrel  said  he  was  sure  he  could. 
"Come  home,  then,  with  me,'*  said  his  father.  They 
ran  down  the  tree  and  over  the  dry  leaves,  and  as  they 
came  to  the  part  of  the  wood  that  little  squirrel  knew, 
he  was  happier  and  happier.  When  they  came  to  their 
bole,  his  mother  kissed  him  and  all  the  little  brothers 
and  sisters  crowded  about  him  and  said  how  glad  they 
were  to  have  him  at  home  again. 

When  supper-time  came  they  wanted  to  give  him  the 
best  of  everything,  but  he  was  careful  to  give  the  big- 
gest nuts  to  his  little  sister;  not  to  begin  to  eat  till  all 
the  others  had  theirs;  and  to  keep  his  elbows  and  knees 
tucked  under  him.  When  he  cuddled  down  to  sleep 
that  night  he  was  careful  to  give  the  little  ones  the 
best  place  and  sleep  on  the  outside  himself.  From  that 
day  on  he  was  a  great  help  to  his  mother  and  father, 
and  never  quarreled  with  his  brothers  and  sisters;  and 
he  found  himself  happier  than  ever  before. 


JUNE:   PROTECTION   AND    CARE   OF 
PLANTS  AND  FLOWERS 

For  the  Teacher: 

IN  A  LONDON  SQUARE  ^ 

ARTHUR  HUGH   CLOUGH 

Put  forth  thy  leaf,  thou  lofty  plane. 
East  wind  and  frost  are  safely  gone; 

With  zephyr  mild  and  balmy  rain 
The  summer  comes  serenely  on. 

»  Copyright  by  The  MacmiUan  O. 


44  A  COURSE  IN  CITIZENSHIP 

Earth,  air,  and  sun  and  skies  combine 
To  promise  all  that  's  kind  and  fair:  — 

But  thou,  O  human  heart  of  mine. 
Be  still,  contain  thyself,  and  bear. 

December  days  were  brief  and  chill. 

The  winds  of  March  were  wild  and  drear. 
And,  nearing  and  receding  still, 

Spring  never  would,  we  thought,  be  here. 
The  leaves  that  burst,  the  suns  that  shine. 

Had,  not  the  less,  their  certain  date:  — 
And  thou,  O  human  heart  of  mine, 

Be  still,  refrain  thyself,  and  wait. 

For  the  Class  to  learn: 

TO  A  CHILD 

WORDSWORTH 

Small  service  is  true  service  while  it  lasts. 

Of  humblest  friends,  bright  creature !  scorn  not  one. 

The  daisy,  by  the  shadow  that  it  casts. 

Protects  the  lingering  dewdrop  from  the  sun. 

Suggestions  for  morning  talks 

Why  does  running  or  playing  among  plants  and  shrubs 

injure  them? 
Because  it  is  stealing,  we  must  never  pick  a  garden  flower 

or  a  branch  of  a  plant  without  permission. 
Why  should  we  never  destroy  the  wild  flowers  or  even 

pick  them  wastefully? 
Remember  that  every  garden  flower  means  that  some 

one  has  toiled  hard  to  make  it  grow.   If  you  spoil  it, 

you  can  never  make  it  beautiful  again. 
Try  to  have  a  garden  of  your  own  where  you  can  plant 


GRADE  I:  HOME  45 

the  seeds  and  care  for  your  plants  till  the  blossoms 
come. 

Poems  and  Stones  to  read  or  tell  to  children 

Selected  poems  from  the  preceding  lists. 

"Clyhis,  Goldenrod,  and  Aster/'  "Persephone,"  "The 

Poplar   Tree,"  "Daphne,"  from  Nature  Myths  and 

Stories  for  Little  Children,  Flora  J.  Cooke.    A.  Flana- 
gan Co. 
Stories  from  The  Book  of  Nature  Myths,  Florence  Hol- 

brook.  Houghton  Mifflin  Co. 
"Discontent,"  Sara  Orne  Jewett,  Play  Days,  Houghton 

Mifflin  Co. 
All  Things  Beautiful,  Cecil  F.  Alexander.    R.L.S.  No. 

CC.  Houghton  Mifflin  Co. 
"Little  White  Lily,"  George  MacDonald,  Children's 

Garland  from  the  Best  Poets.  The  Macmillan  Co. 
"Little  May,"  Mrs.  Emily  H.  Miller,  Poetry  for  Chit- 

dren.  Houghton  Mifflin  Co. 
"Spring,"  CeHa  Thaxter,  Poems.   Houghton  Mifflin  Co. 
"Good-Night  and    Good  Morning,"  Lord  Houghton. 

R.L.S.  No.  X.  Houghton  Mifflin  Co. 
The    Tree,   Bjornstjerne    Bjornson.     R.L.S.    No.  CC. 

Houghton  Mifflin  Co. 
"Daisies,"    Frank    Dempster     Sherman,    Little    Folk 

Lyrics.  Houghton  Mifflin  Co. 
"The  Child's  World,"  WilHam   Rands,  Selections  for 

Memorizing.  Ginn  &  Co. 
Pippa's  Song,  Robert    Browning.     R.L.S.    No.    115. 

Houghton  Mifflin  Co. 
The  Baby  Plant  and  its  Friends,  Kate  L.  Brown.  Silver, 

Burdett  Co. 
"The    Dandelion,"   Thomas  Bailey  Aldrich,   Poems, 

Houghton  Mifflin  Co. 


46  A  COURSE  IN  CITIZENSHIP 

WHEN  THE  DOGWOOD  BLOOMS  ^ 

ALICE  LOUNSBURY 

There  is  one  flower  in  the  woods  which  every  one 
must  see.  It  is  the  dogwood,  a  large  white  blossom  that 
comes  on  shrubs  or  small  trees.  Now  that  it  is  in  bloom 
the  woods  look  gayer  than  if  they  were  going  to  a  party. 
These  blossoms  can  be  seen  from  a  long  way  off,  and 
no  one  could  help  thinking  that  they  made  the  country 
beautiful,  even  if  he  did  n't  love  flowers. 

Philip  Todd  has  grown  to  love  the  dogwood,  just 
as  much  as  he  does  his  pets.  He  went  out  yesterday 
to  hunt  for  wild  flowers  with  Sallie  and  me.  Tommy 
had  gone  away  by  himself  sometime  before  we  started. 
We  passed  ever  so  many  people  coming  away  from  our 
woods,  and  every  one  of  them  had  bunches  of  dogwood 
in  his  arms. 

Grandmother  is  very  much  displeased  with  the  people 
who  break  off  large  branches  from  the  trees.  She  says 
they  are  thoughtless,  and  have  no  knowledge  of  the 
harm  they  are  doing.  Most  of  them  also  throw  the 
branches  away  before  they  reach  their  homes,  as  the 
flowers  fade  quickly.  Grandmother  thinks  it  will  only 
be  after  they  have  truly  learned  to  know  flowers  and  to 
love  them  that  they  will  stop  being  so  cruel. 

*  Abridged.   Copyright,  by  F.  A.  Stokes  Co. 


GRADE  II 

SCHOOL  AND  PLAYGROUND 

By  MARY  McSKIMMON 

INTRODUCTION 

The  general  subject  for  this  year  is  "Good  Will  in 
School  and  Playground."  The  ideal  of  good  will  is  to 
be  wrought  into  habit  through  the  experiences  of  each 
day.  Stories,  poems,  songs  and  morning  talks  can  be 
given  on  the  subjects  suggested  for  the  year. 

The  first-grade  collection  of  stories  and  poems  will  be 
equally  helpful  in  furnishing  material  for  this  grade. 
Let  the  teacher  remember  that  her  high  privilege  is  to 
train  her  class,  through  the  daily  life  of  the  school,  in  the 
expression  of  these  ethical  relationships.  It  is  the  con- 
tent of  the  ideal  for  which  she  should  strive,  and  not  the 
form.  Indeed,  it  is  not  essential  that  children  should  be 
taught  the  words  "Sympathy,"  "Gratitude,"  etc.;  it  is 
all  important  that  they  should  learn  to  express  them  in 
every  relation  of  their  lives. 

SEPTEMBER:  SYMPATHY 

For  the  Teacher: 

FRIENDSHIP 

RALPH   WALDO   EMERSON 

A  ruddy  drop  of  manly  blood 

The  surging  sea  outweighs. 

The  world  uncertain  comes  and  goes; 


48  A  COURSE  IN  CITIZENSHIP 

The  lover  rooted  stays. 

I  fancied  he  was  fled,  — • 

And,  after  many  a  year, 

Glowed  unexhausted  kindliness. 

Like  daily  sunrise  there. 

My  careful  heart  was  free  again, 

O  friend,  my  bosom  said, 

Through  thee  alone  the  sky  is  arched. 

Through  thee  the  rose  is  red; 

All  things  through  thee  take  nobler  form. 

And  look  beyond  the  earth, 

The  mill-round  of  our  fate  appears 

A  sun-path  in  thy  worth. 

Me  too  thy  nobleness  has  taught 

To  master  my  despair; 

The  fountains  of  my  hidden  life 

Are  through  thy  friendship  fair. 

Suggestions  for  morning  talks 

Sympathy  means  sharing  another's  feelings.  If  you  give 
a  poor  thirsty  dog  a  drink  of  water,  that  kind  deed 
shows  that  you  feel  pity  for  the  dog.  If  you  let  your 
little  brother  play  with  your  cart,  that  shows  that 
you  have  a  feeling  of  love  for  the  child  who  is  not  so 
big  and  strong  as  you. 

In  the  poem  of  "Mary  and  Her  Lamb,"  we  have  a  pic- 
ture of  a  little  girl  whose  love  for  her  pet  awakened  the 
lamb's  love  for  his  little  mistress. 

In  Taylor's  poem  "A  Night  with  a  Wolf"  (see  Grade 
III,  p.  89),  we  see  how  the  fear  of  the  terrible  storm 
made  the  man  and  wolf  so  kind  to  each  other  that 
they  shared  the  same  bed. 

If  you  direct  a  stranger  to  the  place  where  he  wants  to 
go,  you  show  that  you  have  sympathy  for  him  in  his 
need. 


GRADE  II:  SCHOOL  AND  PLAYGROUND  49 

Let  us  count  up  all  the  ways  that  we  might  share  our 

feeling  of  kindness  with  the  visitor  at  school. 
Did  you  ever  think  how  strange  and  lonesome  the  school 
must  seem  to  a  new  scholar?  How  many  kind  things 
can  you  think  of  doing  for  him  to  make  him  feel  at 
home? 
We  must  show  our  kind  feelings  to  the  visitors  at  our 
homes,  by  greeting  them  pleasantly,  shaking  hands 
politely  with  them,  and  sharing  with  them  every 
pleasure  while  they  stay. 
Did  you  ever  think  that  you  might  show  your  little 
playmate  in  the  hospital  how  sorry  you  are  for  him 
by  sending  him  a  scrapbook  to  amuse  him?    When 
you  have  the  time  you  can  cut  out  pictures  or  amusing 
stories,  and  paste  them  on  big  sheets  of  paper,  tying 
them  into  covers,  making  a  book  to  help  him  while 
away  his  hours  of  pain. 
Learn:  "Mary  Had  a  Little  Lamb,"   Sarah  J.  Hale. 

R.L.S.  No.  59,  Houghton  Mifflin  Co. 
Read:    "The  Lost  Doll,"  Charles  Kingsley.   Hazard's 
Three  Years  with  the  Poets,  Houghton  Mifflin 
Co. 
"A  Night  with  a  Wolf,"  by  Bayard  Taylor, 

Grade  III,  page  89. 
"On  Another's  Sorrow,"  William  Blake.  Poems, 
The  Macmillan  Company. 

TROTT  GOES  DRIVING  ^ 

Trott  and  Mme.  de  Trean  are  sitting  side  by  side  in 
the  big  black  carriage  drawn  by  the  big  black  horse.  It 
is  such  fun  to  go  driving !  But  Mme.  de  Trean  looks  very 

>  From  Mon  PeiU  Trott,  by  A.  Lichtenberger.    Adapted  by  Marj'orie  L.  Henry. 


50  A  COURSE  IN  CITIZENSHIP 

sad.  She  can't  see  any  of  the  lovely  thinr^s  about  her  — 
not  one.  It  must  be  miserable  to  be  always  in  dark- 
ness, always,  always,  with  nothing  but  black  everywhere, 
or  perhaps  see  terrible  things  that  frighten  you.  Trott 
is  thinking  about  this  when  Mme.  de  Trean  asks : 

"Is  n't  there  a  beautiful  view  on  the  side  where  the 
sea  isr* 

"Oh,  yes,  madame  —  that  is  —  oh,  rather  pretty," 
answers  Trott. 

Trott  thinks  how  selfish  he  is  —  the  view  is  so  bright, 
so  full  of  color  and  sunshine,  that  Trott  was  just  going  to 
say  so  —  he  was  going  to  forget  that  Mme.  de  Trean  can 
see  nothing,  and  that  if  he  told  her  how  lovely  every- 
thing was  it  might  make  her  sadder  still. 

"Only  rather  pretty,  Trott?  You  are  hard  to  please." 

Trott  does  not  know  what  to  say.  It  is  true  that  the 
view  is  very  lovely.  He  can  not  tell  a  lie.  What  shall  he 
do? 

"It  —  it  is  n't  as  lovely  as  heaven,  is  it  madame?  "  he 
asks. 

Mme.  de  Trean  smiles,  and  lays  her  hand  gently  on 
Trott's  head.  Trott  is  very  happy  now.  It  seems  as 
though  a  little  light  shone  on  Mme.  de  Trean's  sad  face. 
That  is  because  she  will  see  heaven,  Trott  thinks,  and 
soon  perhaps,  for  she  seems  very  old. 

Really  the  view  is  too  lovely:  Trott  wants  to  laugh, 
to  jump,  to  dance,  and  to  sing.  He  can  hardly  sit  still. 
He  is  afraid  that  he  will  say  something  silly.  The  big 
rock  over  there  looks  like  a  funny  man  all  doubled  up. 
He  wants  to  ask  —  But  she  can  not  see!  And  the  little 
house  he  sees  among  the  pines.  "Is  n't  that  little  Hop 
o'  my  Thumb's  house?  "  he  wants  to  ask.  She  can  not 
see!  How  funny  the  great  red  cliff  is!  Trott  is  just 
dying  to  talk,  to  ask  questions.  You  would  think  that 
all  those  lovely  things  went  right  into  his  eyes  and 
touched  a  little  spring  under  his  tongue,  a  little  spring 


GRA.de  II:  SCHOOL  AND  PLAYGROUND    51 

which  has  to  jump,  to  talk,  to  say  all  sorts  of  things, 
to  ask  questions  which  may  hurt  Mme.  de  Trean  — 
oh!  without  meaning  to,  of  course,  but  it  would  hurt 
just  the  same.  Really  it  is  very  hard  —  how  can  he  stop 
it? 

He  thinks  of  a  fine  plan !  If  he  did  that  all  the  lovely 
view  could  not  get  in  and  tickle  his  tongue.  He  would  be 
just  like  Mme.  de  Trean,  and  would  be  sure  not  to  ask 
her  any  questions  to  make  her  sad.  He  carries  out  his 
plan.  Now  Trott  is  n't  gay  at  all.  What  do  you  suppose 
he  has  done?  He  guesses  that  they  must  now  be  driving 
past  the  red  rocks.  If  he  should  spread  his  fingers  apart 
just  a  little  wee  bit  —  No  —  no  —  that  would  not  be 
fair. 

"Do  you  see  the  great  red  rocks,  Trott?  They  look 
like  great  mushrooms.  Do  you  see  them?"  asks  Mme. 
de  Trean. 

"No,  madame,  I  do  not  see  them." 

"How  is  that?  Have  they  run  away?" 

"I  do  not  know,  madame." 

Madame  de  Trean  is  very  much  surprised. 

"And  how  do  you  manage  not  to  see  them?" 

Trott  does  not  know  what  to  answer. 

"Isn't  the  view  worth  looking  at?  Isn't  it  very 
lovely?" 

"Oh,  yes,  madame,  it  was  very  pretty.  But  it  was  too 
pretty  you  see,  —  because  —  Then  I  thought  that  it 
would  be  better  —  because  —  that  way  —  " 

Mme.  de  Trean  does  n't  quite  understand.  Trott's 
voice  is  very  jerky  as  though  he  were  trying  to  explain 
something  or  as  though  he  were  going  to  cry.  Mme.  de 
Trean  lays  her  hand  on  his  cheek  to  pet  him,  and  feels 
two  little  fists  pressed  hard  against  his  tightly  closed 
eyes.  She  understands  now. 

Gently  and  tenderly  she  takes  his  little  hands  in  hers, 
and  says  so  sweetly  to  Trott,  — 


52  A  COURSE  IN  CITIZENSHIP 

"But,  darling,  you  must  tell  me  all  about  what  you 
see.  It  will  be  just  as  though  I  saw  it  myself." 

Truly.?  Oh,  how  glad  he  is!  He  opens  his  eyes,  and 
tells  Mme.  de  Trean  about  everything  he  sees.  And  it  is 
true;  Mme.  de  Trean  no  longer  looks  sad;  she  listens  to 
Trott  and  gently  holds  him  close  to  her. 


OCTOBER:  OBEDIENCE 

For  the  Teacher: 

ODE  TO  DUTY 

WILLIAM   WORDSWORTH 

Stern  Lawgiver!  yet  thou  dost  wear 
The  Godhead's  most  benignant  grace; 
Nor  know  we  anything  so  fair 
As  is  the  smile  upon  thy  face: 
Flowers  laugh  before  thee  on  their  beds 
And  fragrance  in  thy  footing  treads; 
Thou  dost  preserve  the  stars  from  wrong; 
And  the  most  ancient  heavens,  through  Thee, 
are  fresh  and  strong. 

For  the  Class: 

THE  LAW  OF  THE  JUNGLE 

RUDYARD   KIPLING 

Now  these  are  the  laws  of  the  Jungle,  and  many  and 

mighty  are  they; 
But  the  head  and  the  hoof  of  the  Law  and  the  haunch 

and  the  hump  is  —  Obey! 


GRADE  II:  SCHOOL  AND  PLAYGROUND    53 

Suggestions  for  morning  talks 

Why  should  a  child  not  loiter  on  the  way  to  school  or 
from  school? 

How  many  times  should  a  good  boy  or  girl  be  told  to 
do  a  thing?  Just  once. 

How  can  a  child  obey  the  laws  of  good  behavior  when 
his  teacher  is  out  of  the  room? 

What  is  the  school  ride  one  must  obey  about  taking  off 
overshoes? 

When  it  is  bedtime  an  obedient  child  goes  to  bed  cheer- 
fully. A  child  can  show  how  much  he  loves  his  father 
and  mother,  by  the  way  he  obeys  their  teaching  about 
bathing,  dressing,  politeness,  behavior  at  table,  doing 
errands,  etc.  Every  member  of  the  home  has  to  obey 
if  all  are  to  be  happy. 

We  all  have  to  obey  the  laws  of  our  town  or  city  against 
throwing  snowballs  or  stones,  breaking  windows  or 
electric  lights,  stealing  flowers  or  fruit,  or  trespassing 
on  other  people's  property. 

Once  a  big  troop  ship  called  the  Birkenhead  was  taking 
soldiers  from  England  to  a  distant  land.  Off  the  Cape 
of  Good  Hope,  she  struck  a  hidden  rock  and  began  to 
sink.  The  soldiers  were  called  on  deck  where  they 
made  a  straight  column  and  stood  still.  The  life  boats 
were  filled  with  the  women  and  children,  and  not  a 
single  soldier  left  his  place  in  the  line.  The  ship  sank 
lower  and  lower  in  the  water,  and  those  brave  men, 
who  had  stood  every  man  in  his  place,  saluted  their 
flag  and  went  down  with  their  ship.  Even  in  the  pres- 
ence of  death,  not  one  man  became  a  coward  by  for- 
getting to  obey  the  officer's  command,  "Every  man 
will  stand  still  in  his  place." 


54  A  COURSE  IN  CITIZENSHIP 

Read:  "The  Turtle   Who   Couldn't  Stop   Talking," 
Ellen  C.  Babbitt,  Jataka  Tales.  Century  Co. 
"LadyMoon,"  Lord  Houghton.    Hazard,  Three 
Years  with  the  Poets.    Houghton  Mifflin  Co. 


WELLINGTON  AND  THE  PLOWBOY 

ADAPTED  BY  MARY  McSKIMMON 

Men  who  hunt  foxes  often  do  great  damage  to  the 
farmers'  crops,  by  riding  over  the  fields  on  horseback. 
One  day,  a  farmer,  who  was  at  work  in  his  field,  saw  a 
party  of  red-coated  huntsmen  with  their  dogs,  coming 
across  one  of  the  meadows  toward  a  wheatfield.  As  the 
wheat  was  just  springing  up,  the  farmer  did  not  like  to 
have  it  trampled  on. 

Calling  one  of  his  plowboys,  who  was  working  close 
by,  he  told  him  to  run  quickly  and  shut  the  gate,  and  to 
make  sure  that  none  of  the  hunters  went  into  the  field. 
The  boy  hurried  away,  and  reached  the  field  just  in 
time  to  shut  the  gate  as  the  first  huntsman  rode  up. 

"Open  the  gate  at  once,  my  boy,"  said  the  man,  "we 
want  to  go  through  this  field." 

"I  can't  do  it,  sir,"  answered  the  boy.  "Master  has 
ordered  me  to  let  no  one  pass  through,  so  I  cannot  open 
the  gate  myself,  nor  allow  you  to  do  so." 

By  this  time  others  of  the  hunting  party  had  come  up, 
and  one  was  so  angry  that  he  threatened  to  thrash  the 
boy  with  his  whip  if  he  did  not  open  the  gate.  The  lad 
replied  that  he  was  only  obeying  his  master,  and  that  it 
was  his  duty  to  do  so. 

Another  gentleman  offered  to  give  the  boy  a  sovereign 
if  he  would  allow  them  to  pass  through.  This  was  very 
tempting  to  the  boy  who  had  never  had  so  much  money; 
but  he  remembered  his  duty,  and  refused  to  disobey  his 
master's  orders. 


GRADE  II:  SCHOOL  AND  PLAYGROUND  55 

This  delay  annoyed  the  hunting  party  very  much,  and 
at  last  a  stately  gentleman  rode  up  and  said,  "  My  boy, 
you  do  not  know  me,  —  I  am  the  Duke  of  Wellington, 
one  not  in  the  habit  of  being  disobeyed;  I  command  you 
to  open  the  gate  this  moment,  so  that  my  friends  and  I 
may  pass." 

The  boy  looked  in  wonder  at  the  great  soldier.  He 
had  heard  of  his  many  victories  and  was  proud  to  be 
talking  to  so  great  a  man.  He  took  off  his  hat,  bowed  to 
the  great  Duke,  and  replied:  — 

"I  am  sure  the  Duke  of  Wellington  would  not  wish 
me  to  disobey  my  master's  orders;  I  must  keep  this  gate 
shut,  and  cannot  allow  any  one  to  pass  without  the 
farmer's  permission." 

The  Duke  was  pleased  with  the  boy's  answer,  and, 
raising  his  hat,  he  said:  "I  honor  the  boy  who  can 
neither  be  bribed  nor  frightened  into  disobeying  orders. 
With  an  army  of  such  soldiers  I  could  conquer  the 
world." 

The  hunting  party  now  no  longer  tried  to  pass  through 
the  forbidden  gate,  but,  turning  their  horses,  rode  in 
another  direction.  The  boy  ran  toward  his  master, 
shouting:  "Hurrah!  Hurrah!  I  have  done  what  Napo- 
leon could  not  do.  I  have  driven  back  the  Duke  of 
Wellington." 


NOVEMBER:  HELPFULNESS 

For  the  Teacher: 

THE  FOOL'S  PRAYER  1 

EDWARD   ROWLAND  SILL 

"  'T  is  not  by  guilt  the  onward  sweep 
Of  truth  and  right,  O  Lord,  we  stay; 

»  Abridged  from  Poems,  E.  R.  SiU.  Houghton  Mifflin  Co. 


56  A  COURSE  IN  CITIZENSHIP 

'T  is  by  our  follies  that  so  long 
We  hold  the  earth  from  heaven  away. 

"These  clumsy  feet,  still  in  the  mire. 
Go  crushing  blossoms  without  end; 
These  hard,  well-meaning  hands  we  thrust 
Among  the  heart-strings  of  a  friend. 

,    "The  ill-timed  truth  we  might  have  kept  — 

Who  knows  how  sharp  it  pierced  and  stung? 
The  word  we  had  not  sense  to  say  — 
Who  knows  how  grandly  it  had  rung?  *' 

Suggestions  for  morning  talks 

How  many  more  ways  can  you  think  of  to  be  helpful  to 

your  teacher  and  classmates  besides  these?  — 
Helping  the  teacher  pass  and  collect  books,  pencils, 

papers,  etc.,  so  quietly  that  no  one  is  disturbed,  and 

so  carefully  that  nothing  is  dropped. 
By  being  in  your  own  seat  promptly  every  session. 
^  By  trying  hard  to  follow  your  teacher's  directions  the 

first  time  she  speaks. 
By  keeping  your  books  and  tools  all  in  good  order. 
Helping  the  new  children  to  find  their  way  about  the 

building. 
Helping  other  children  to  own  up  when  they  have 

done  wrong. 
By  helping  a  playmate  learn  a  lesson  that  was  harder 

for  him  than  for  you. 
By  cleaning  boards  and  erasers,  helping  put  the  books 

in  nice  even  rows,  and  tidying  up  your  part  of  the 

school  room,  your  own  desk,  first. 
By  picking  up  all  the  papers  on  your  sidewalks  and 

playgrounds. 


GRADE  II:  SCHOOL  AND  PLAYGROUND  57 

By  putting  all  banana  skins  and  orange  peelings  and 

apple  cores  in  a  waste  barrel  —  never  throwing 

them  on  the  ground. 

R^ad:  "Do  All  That  You  Can."  Margaret  E.  Sangster, 

Little  Knights  and  Ladies.    Harper  and  Brothers. 


THE  FIRST  THANKSGWING 

MARY  McSKIMMON 

When  the  Pilgrims  came  to  this  land  nearly  three  hun- 
dred years  ago,  they  found,  in  their  chosen  home,  no  one 
but  Indians.  The  first  year  the  Pilgrims'  crops  failed, 
and  with  nothing  in  their  storehouses,  they  would 
have  starved,  if  the  Indians  had  not  given  them  com. 
When  the  snow  and  ice  of  that  bitter  winter  were  gone, 
the  Indians  showed  them  how  to  plant  com,  so  as  to 
get  a  big  harvest,  and  taught  them  how  to  catch  great 
nets  full  of  little  fishes  called  alewives,  in  the  streams. 
The  Indians  put  one  or  two  of  these  fishes  in  each  hole 
where  they  planted  three  or  four  kernels  of  corn.  The 
sandy  soil  was  made  rich  and  fertile,  so  that  the  com 
could  grow  large  and  strong.  When  harvest  time  came, 
the  Pilgrims  had  a  fine  crop.  They  could  make  enough 
hasty  pudding,  brown  bread,  and  johnny-cake  to  last  till 
the  next  harvest. 

Then  they  invited  the  Indians  who  had  helped  them 
so  much  to  come  to  their  first  Thanksgiving  feast.  The 
Indians  were  delighted  to  come;  they  brought  with 
them  deer  and  fat,  wild  turkeys  to  add  to  the  feast. 

They  were  greatly  pleased  with  all  the  good  things 
which  they  had  to  eat  and  they  emptied  one  big  plat- 
terful  after  another,  saying,  "Ugh!  ugh!  ugh!"  because 
it  tasted  so  good  to  the  red  men  of  the  forest. 


58  A  COURSE  IN  CITIZENSHIP 

DECEMBER:  GRATITUDE 

For  the  Teacher: 

THE  CELESTIAL  SURGEON  ^ 

ROBERT  LOUIS  STEVENSON 

If  I  have  faltered  more  or  less 
In  my  great  task  of  happiness; 
If  I  have  moved  among  my  race 
And  shown  no  glorious  morning  face; 
If  beams  from  happy  human  eyes 
Have  moved  me  not;  if  morning  skies. 
Books,  and  my  food,  and  summer  rain 
Knocked  on  my  sullen  heart  in  vain:  — 
Lord,  Thy  most  pointed  pleasure  take 
And  stab  my  spirit  broad  awake. 

Suggestions  for  morning  talks 

For  every  gift  or  kindness  we  receive,  we  ought  to  show 
kindness  in  return  by  look  and  word  and  deed.  This  is 
gratitude.  Giving  presents  in  return  for  presents  is 
only  one  way  of  showing  that  we  are  grateful.  The 
very  best  ways  are  by  good  behavior,  being  busy  at 
our  work,  and  helping  every  one  whom  we  have  a 
chance  to  help. 

Every  kindness  shown  to  you  ought  to  be  met  with  a 
kind  and  prompt  "Thank  you." 

Every  second  grade  child  is  big  enough  to  write  "I 
thank  you,"  in  return  for  a  kindness  from  some  one  at 
a  distance. 

No  child  is  deserving  of  the  presents  given  him  until  he 
has  in  some  way  or  other  shown  his  gratitude. 

*  Abridged  from  Poems,  by  B.  L.  Stevenson.  Charles  Scribner's  Sons. 


GRADE  II:  SCHOOL  AND  PLAYGROUND  59 

Do  you  remember  to  say,  "I  thank  you,"  to  the  teacher 
who  has  tried  so  hard  to  make  your  lesson  plain  to  you? 
Do  you  know  that  if  you  are  truly  grateful  to  your 
mother  and  your  teacher  you  will  not  only  say, 
"Thank  you,"  but  you  will  try  in  every  way  to  please 
them? 
There  is  hardly  a  day  that  we  do  not  receive  some  kind- 
ness or  favor  that  deservcL'  "I  thank  you"  from  us. 
How  many  such  kindnesses  can  you  think  of  that  you 
have  received  to-day? 
Read:  "The  Queen  Bee,"  Grimm,  in  German  Household 
Tales.  R.L.S.  No.  108.  Houghton  Mifflin  Co. 
"Christmas  Tree,"  Mary  A.  McHugh,  in  Thro' 
the  Year,  Book  i.  Silver,  Burdett  &  Co. 

THE  KING'S  WHITE  ELEPHANT  ^ 

ELLEN  C.   BABBITT 

Once  upon  a  time  a  number  of  carpenters  lived  on  a 
river  bank  near  a  large  forest.  Every  day  the  carpenters 
went  in  boats  to  the  forest  to  cut  down  the  trees  and 
make  them  into  lumber. 

One  day  while  they  were  at  work  an  Elephant  came 
limping  on  three  feet  to  them.  He  held  up  one  foot  and 
the  carpenters  saw  that  it  was  swollen  and  sore.  Then 
the  Elephant  lay  down  and  the  men  saw  that  there  was 
a  great  splinter  in  the  sore  foot.  They  pulled  it  out  and 
washed  the  foot  carefully  so  that  in  a  short  time  it  would 
be  well  again. 

Thankful  for  the  cure,  the  Elephant  thought:  "These 
carpenters  have  done  so  much  for  me,  I  must  be  useful 
to  them." 

So  after  that  the  Elephant  used  to  pull  up  trees  for  the 

*  From  Jataka  Tales.  Century  Compaay. 


60  A  COURSE  IN  CITIZENSHIP 

carpenters.  Sometimes  when  the  trees  were  chopped 
down  he  would  roll  the  logs  down  into  the  river.  Other 
times  he  brought  their  tools  for  them.  And  the  car- 
penters used  to  feed  him  well,  morning,  noon,  and  night. 

Now  this  Elephant  had  a  son  who  was  white  all  over 
—  a  beautiful,  strong,  young  one.  Said  the  Elephant  to 
himself,  *'I  will  take  my  son  to  the  place  in  the  forest 
where  I  go  to  work  each  day,  so  that  he  may  learn  to  help 
the  carpenters,  for  I  am  no  longer  young  and  strong." 

So  the  old  Elephant  told  his  son  how  the  carpenters 
had  taken  good  care  of  him  when  he  was  badly  hurt,  and 
took  him  to  them.  The  white  Elephant  did  as  his  father 
told  him  to  do  and  helped  the  carpenters  and  they  fed 
him  well. 

When  the  work  was  done  at  night  the  young  Elephant 
went  to  play  in  the  river.  The  carpenters'  children 
played  with  him  in  the  water  and  on  the  bank.  He 
liked  to  pick  them  up  with  his  trunk  and  set  them  on  the 
high  branches  of  the  trees  and  then  let  them  climb  down 
on  his  back. 

One  day  the  king  came  down  the  river  and  saw  this 
beautiful  white  Elephant  working  for  the  carpenters. 
The  king  at  once  wanted  the  Elephant  for  his  own  and 
paid  the  carpenters  a  great  price  for  him.  Then  with  a 
last  look  at  his  playmates,  the  children,  the  beautiful 
white  Elephant  went  on  with  the  king. 

The  king  was  proud  of  his  new  Elephant  and  took  the 
best  care  of  him  as  long  as  he  lived. 

PICCOLA  1 

CELIA   THAXTER 

Poor,  sweet  Piccola !  Did  you  hear 
What  happened  to  Piccola,  children  dear? 

*  From  Poems  and  Stories  for  Children.  Houghton  Mifflin  Co. 


GRADE  II:  SCHOOL  AND  PLAYGROUND    61 

'T  is  seldom  Fortune  such  favor  grants 
As  fell  this  little  maid  of  France. 

'T  was  Christmas-time,  and  her  parents  poor 
Could  hardly  drive  the  wolf  from  the  door. 
Striving  with  poverty's  patient  pain 
Only  to  live  till  summer  again. 

No  gifts  for  Piccola !  Sad  were  they 
When  dawned  the  morning  of  Christmas-day; 
Their  little  darling  no  joy  might  stir, 
St.  Nicholas  nothing  would  bring  to  her! 

But  Piccola  never  doubted  at  all 
That  something  beautiful  must  befall 
Every  child  upon  Christmas-day, 
And  so  she  slept  till  the  dawn  was  gray. 

And  full  of  faith,  when  at  last  she  woke. 
She  stole  to  her  shoe  as  the  morning  broke; 
Such  sounds  of  gladness  filled  all  the  air, 
'T  was  plain  St.  Nicholas  had  been  there! 

In  rushed  Piccola  sweet,  half  wild: 
Never  was  seen  such  a  joyful  child. 
"See  what  the  good  saint  brought!"  she  cried. 
And  mother  and  father  must  peep  inside. 

Now  such  a  story  who  ever  heard? 
There  was  a  little  shivering  bird! 
A  sparrow,  that  in  at  the  window  flew,' 
Had  crept  into  Piccola*s  tiny  shoe! 

"How  good  poor  Piccola  must  have  been!" 
She  cried,  as  happy  as  any  queen. 
While  the  starving  sparrow  she  fed  and  warmed. 
And  danced  with  rapture,  she  was  so  charmed. 


62  A  COURSE  IN  CITIZENSHIP 

Children,  this  story  I  tell  to  you 
Of  Piccola  sweet  and  her  bird,  is  true. 
In  the  far-off  land  of  France,  they  say. 
Still  do  they  live  to  this  very  day. 


JANUARY:  OTHER  HOMES  THAN 
OURS 

For  the  Teacher: 

A  COURT  LADY 

ELIZABETH  BARRETT   BROWNING 

Each  of  the  heroes  around  us  has  fought  for  his  land  and 

line. 
But  thou  hast  fought  for  a  stranger,  in  hate  of  a  wrong 

not  thine. 

Happy  are  all  free  peoples,  too  strong  to  be  dispossessed. 
But  blessed  are  those  among  nations,  who  dare  to  be 
strong  for  the  rest! 

Suggestions  for  morning  talks 

A  collection  of  dolls  dressed  in  costumes  of  other  coun- 
tries will  be  invaluable  for  interesting  children  in 
people  and  customs  beyond  the  sea.  Show  the  pupils 
scrapbooks  and  pictures  of  children's  homes  in  far- 
off  lands:  pictures  of  Chinese  homes,  ricefields, 
temples,  fishing-boats,  etc.,  to  interest  children  in  the 
home  of  the  laundryman;  pictures  of  Indian  chiefs, 
squaws,  papooses;  pictures  of  Japanese  children 
playing  politely  in  the  streets;  of  cherry-blossom 
time,   chrysanthemum  time,  etc.;    pictures  of  the 


GRADE  II:  SCHOOL  AND  PLAYGROUND  63 

snow  hut,  seals,  dogs,  and  sledges  of  Eskimo  chil- 
dren. Interest  your  pupils  about  all  the  children 
whose  schoolhouses  fly  the  American  flag  —  in  the 
United  States,  Porto  Rico,  Hawaii,  Philippines,  and 
Alaska. 


FOREIGN  CHILDREN! 

ROBERT  LOUIS   STEVENSON 

Little  Indian,  Sioux  or  Crow, 

Little  frosty  Eskimo, 

Little  Turk  or  Japanee, 

Oh !  don't  you  wish  that  you  were  me? 

You  have  seen  the  scarlet  trees 
And  the  lion  over  seas; 
You  have  eaten  ostrich  eggs. 
And  turned  the  turtles  off  their  legs. 

Such  a  life  is  very  fine. 
But  it's  not  so  nice  as  mine: 
You  must  often,  as  you  trod 
Have  wearied  not  to  be  abroad. 

You  have  curious  things  to  eat, 
I  am  fed  on  proper  meat; 
You  must  dwell  beyond  the  foam. 
But  I  am  safe  and  live  at  home. 

Little  Indian,  Sioux  or  Crow, 

Little  frosty  Eskimo, 

Little  Turk  or  Japanee, 
Oh!  don't  you  wish  that  you  were  me? 

*  From  A  Child's  Garden  of  Vertea.  Charles  Scribner'g  Sonfl. 


64  A  COURSE  IN  CITIZENSHIP 

THE  FORGIVING  INDIAN  ^ 

Many  years  since,  when  white  people  were  making 
settlements  near  the  tribes  of  Indians,  an  English  gen- 
tleman was  standing  one  evening  at  his  door,  when  an 
Indian  called  and  asked  for  food.  The  man  replied  that 
he  had  none  to  give  him.  The  Indian  then  asked  for  a 
little  corn  and  received  the  same  answer.  He  then  asked 
for  a  cup  of  water,  when  the  man  said  sternly,  "  Begone, 
you  Indian  dog,  you  can  have  nothing  here."  The  In- 
dian looked  steadfastly  at  the  Englishman  for  a  moment, 
and  then  turned  and  went  away. 

Some  time  after,  this  gentleman,  being  very  fond  of 
hunting,  followed  his  game  until  he  was  lost  in  the 
woods.  After  wandering  about  for  some  time,  he  saw  an 
Indian  hut  and  went  in  to  inquire  his  way  home.  The 
Indian  told  him  he  was  a  long  distance  from  his  cabin, 
and  very  kindly  urged  him  to  stay  all  night.  He  pre- 
pared some  supper  for  the  hunter  and  gave  him  his  own 
bed  of  deerskin  to  lie  on  for  the  night.  In  the  morning 
the  Indian,  in  company  with  another  Indian,  insisted  on 
going  with  the  Englishman  to  show  him  the  way  home. 
Taking  their  guns,  the  two  Indians  went  before,  and  the 
man  followed.  After  traveling  several  miles  the  Indian 
told  him  he  was  near  a  white  settlement,  and  then 
stepped  before  the  man's  face  and  said,  "Do  you  know 
me?'' 

The  man  answered  with  much  confusion,  "I  have 
seen  you." 

"Yes,"  repUed  the  Indian,  "you  have  seen  me  at  your 
mrni  door;  and  when  an  Indian  calls  on  you  again,  hungry 
and  thirsty,  do  not  say,  *  Begone,  you  Indian  dog!'" 

>  Abridged  from  Cowdery's  Primary  Moral  Lessoni. 


GRADE  II:  SCHOOL  AND  PLAYGROUND    65 

FEBRUARY:   CHILDHOOD  OF  GREAT 

MEN 

For  the  Teacher; 

CASA  GUIDI  WINDOWS 

ELIZABETH   BARRETT  BROWNING 

Bring  violets  rather.  If  these  had  not  walked 

Their  furlong,  could  we  hope  to  walk  our  mile? 
Therefore  bring  violets.   Yet  if  we  self -baulked 

Stand  still,  a-strewing  violets  all  the  while, 
These  moved  in  vain,  of  whom  we  have  vainly  talked. 

So  rise  up  henceforth  with  a  cheerful  smile, 
And  having  strewn  the  violets,  reap  the  corn. 

And  having  reaped  and  garnered,  bring  the  plough 
And  draw  new  furrows  *neath  the  healthy  mom. 

And  plant  the  great  Hereafter  in  this  Now. 

Suggestions  for  morning  talks 

Children  of  the  second  grade  are  always  interested  in  the 
childhood  of  great  men.  They  should  be  as  familiar 
with  significant  incidents  in  the  daily  life  of  the  chil- 
dren who  become  famous  as  with  the  doings  of  their 
playmates.  This  early  companionship  with  great 
lives  will  be  a  constant  impetus  to  learn  more  and 
more  of  the  men  whose  deeds  have  changed  the  cur- 
rent of  events  in  the  world. 

Stories  to  discuss  with  the  class:  — 
Joseph  and  his  brethren. 
Moses  and  his  bulrush  cradle. 
David  the  shepherd  boy. 

David  and  Jonathan's  friendship  —  the  story  of  the 
arrows. 


66  A  COURSE  IN  CITIZENSHIP 

King  Arthur  and  his  sword. 

Alfred  the  Great  learning  to  read  to  please  his  mother. 

James  Watt  learning  the  power  of  steam  by  watching 
the  kettle-lid. 

Benjamin  Franklin  turning  the  grindstone,  and  pay- 
ing too  much  for  the  whistle. 

Charles  Lamb  sharing  his  dinner  at  the  Bluecoat 
School  with  his  lifelong  friend  S.  T.  Coleridge. 

John  Ruskin  teaching  himself  to  draw  while  he 
traveled  with  his  father. 

Horace  Mann  braiding  straw  to  help  his  widowed 
mother. 

Robert  Louis  Stevenson  and  his  gratitude  to  his 
nurse,  Alison  Cunningham. 

Booker  T.  Washington,  the  black  slave  child. 

Louisa  M.  Alcott  making  others  happy  in  her  child- 
hood. 

Queen  Victoria  studying  harder  than  other  children 
that  she  might  know  how  to  rule. 

Joan  of  Arc  tending  her  sheep,  and  dreaming  of  sav- 
ing her  country. 

Read:  "When  Lincoln  was  a  Little  Boy,"  in  Howe^s 
Second  Reader.  Charles  Scribner*s  Sons. 

THE  CHILDHOOD  OF  GEORGE  WASHINGTON 

George  Washington  was  born  in  Virginia  and  had  the 
pleasure  of  being  a  country  boy.  The  meadow  where  he 
played  as  a  lad  was  near  to  the  beautiful  Rappahannock 
River.  There  he  could  fish  and  learn  to  swim  and  to  row. 
He  went  to  school  in  the  old  field  schoolhouse,  and 
was  taught  by  the  sexton  of  the  church.  Probably  he 
learned  only  reading,  writing,  and  a  little  arithmetic  in 


GRADE  II:  SCHOOL  AND  PLAYGROUND  67 

school,  but  he  learned  far  more  at  home  from  his  father 
and  mother  and  his  brother  Lawrence. 

Lawrence  was  fourteen  years  older  than  George,  and 
he  made  it  his  special  interest  to  look  after  George. 
When  the  latter  was  only  eleven  years  old  his  father 
died  suddenly,  and  his  mother  became  like  father  and 
mother  both  to  him.  Every  day  she  gathered  her  chil- 
dren round  her  and  taught  them  about  God  and  about 
the  need  of  right-doing.  George  never  forgot  his 
mother's  help.  He  kept  safe  all  his  life  the  book  from 
which  she  taught  him ;  and  you  can  see  it  still  at  Mt.  Ver- 
non. In  his  copy-book  he  wrote  many  a  good  motto :  — 
"Sleep  not  when  others  speak,"  "Sit  not  when  others 
stand,"  "Speak  not  when  you  should  hold  your  peace." 

George  was  always  brave  and  loved  good  sport.  He 
practiced  running,  leaping,  wrestling,  and  rode  fear- 
lessly on  the  most  fiery  horse.  We  think  of  Washington 
as  a  man  who  loved  fair  play;  he  was  also  a  hoy  who 
loved  fair  play.  His  school  mates  always  wanted  George 
to  be  the  umpire  whenever  they  quarreled;  and  they 
agreed  gladly  to  whatever  decision  he  made. 

I  have  told  you  how  much  George's  mother  did  for 
him.  He  once  had  a  chance  to  do  a  brave,  unselfish  act 
for  her.  His  brother  Lawrence  had  found  a  place  for  him 
in  the  navy.  His  mother  had  agreed  to  have  him  go;  his 
clothes  were  all  in  the  trunk.  And  then,  just  at  the  last 
moment,  George's  mother  could  not  bear  to  part  with 
him,  and  for  her  sake  he  gave  up  his  cherished  plan.  I 
think  it  must  have  been  harder  for  him  to  give  up  his 
plan  than  to  ride  a  dangerous  horse,  but  he  saw  his 
mother  was  comforted,  and  went  gladly  back  to  school. 


68  A  COURSE  IN  CITIZENSHIP 

MARCH:  KEEPING  ONE'S  WORD 

For  the  Teacher: 

PARACELSUS 

ROBERT  BROWNING 

I  go  to  prove  my  soul! 
I  see  my  way  as  birds  their  trackless  way. 
I  shall  arrive !  what  time,  what  circuit  first, 
I  ask  not:  but  unless  God  send  his  hail 
Or  blinding  fireballs,  sleet  or  stifling  snow. 
In  some  time,  his  good  time,  I  shall  arrive: 
He  guides  me  and  the  bird. 

For  the  Class: 

Dare  to  be  true; 

Nothing  can  need  a  lie. 
The  fault  that  needs  one  most 

Grows  two  thereby. 

George  Herbert. 

Suggestions  for  morning  talks 

If  we  are  to  be  loved  and  trusted,  we  must  learn  early  to 
keep  our  word.  When  we  have  made  a  promise,  we 
must  keep  it.  When  we  agree  to  a  bargain,  we  must 
stand  by  it.  A  great  poet  once  said:  "An  honest  man 's 
the  noblest  work  of  God." 

The  policeman  has  promised  to  take  care  of  the  people 
in  our  town.  He  keeps  his  word  and  guards  us  from 
harm. 

The  fireman  has  promised  to  protect  us  and  our  homes 
from  fire.  He  keeps  his  promise  and  fights  the  flames 
as  bravely  as  ever  a  soldier  fights  in  battle. 


GRADE  II:  SCHOOL  AND  PLAYGROUND  69 

Think  how  we  trust  the  engineers  on  our  trains,  the 
janitor  who  cares  for  our  building,  the  expressman 
with  our  valuable  packages,  the  postman  with  letters 
containing  money,  the  doctor  and  nurse  who  care  for 
us  in  illness. 

The  world  needs  honest  boys  and  girls  to  grow  up  to  be 
trustworthy  men  and  women  who  do  the  world's  work. 

A  trustworthy  child,  whose  word  can  be  depended  on, 
will  tell  things  just  as  they  are.  He  does  not  change 
them  to  help  his  own  case  when  he  has  done  wrong. 

The  boy  who  keeps  his  word  does  not  need  to  be 
watched.  He  will  not  take  what  does  not  belong  to 
him. 

Nearly  all  the  punishments  and  disappointments  that 
come  to  children  are  the  results  of  children's  being 
untrustworthy.  Their  parents  will  not  let  them  go 
into  the  park  to  play,  because  they  forget  to  keep  their 
word  about  getting  back.  Father  will  not  lend  us  the 
fine  tool  we  wish  to  use,  because  he  cannot  depend  on 
our  returning  it  in  good  condition  to  its  place. 

Read  or  tell  the  story  of  "Damon  and  Pythias,"  in 
Ethics  for  ChildreUy  Houghton  Mifflin  Co.;  "A 
Persian  Lad,"  in  The  Golden  Ladder,  Sneath,  Hodges, 
and  Stevens,  TheMacmillan  Co.,  or  in  School  Manage- 
ment, ^Vhite,  American  Book  Co. 

THE  LITTLE  SHEPHERD  ^ 

MAUD   LINDSAY 

The  shepherd  was  sick  and  his  wife  looked  out  from 
her  door  with  anxious  eyes.  "Who  will  carry  the  sheep 
to  the  pasture  lands  to-day?"  she  said  to  her  little  boy 
Jean. 

>  Abridged  from  More  Mother  Stories.  Milton  Bradley  Co. 


70  A  COURSE  IN  CITIZENSHIP 

"I  will;  mother,  let  me!"  cried  Jean. 

"Let  the  lad  go,"  said  his  old  grandfather.  "When  I 
was  no  older  than  he  I  watched  my  father's  flock." 

So  the  mother  made  haste  to  get  the  little  boy  ready. 
"Eat  your  dinner  when  the  shadows  lie  straight  across 
the  grass,"  she  said  as  she  kissed  him  good-bye. 

"And  keep  the  sheep  from  the  forest  paths,"  called 
his  sick  father. 

"And  watch,  for  it  is  when  the  shepherd  is  not  watch- 
ing that  the  wolf  comes  to  the  flock,"  said  the  old  grand- 
father. 

"Never  fear,"  said  the  little  Jean.  "The  wolf  shall  not 
have  any  of  my  white  lambs." 

"  Come,  Bettine  and  Marie.  Come,  Pierrot  and  Croi- 
sette.  Come,  pretty  ones  all,"  he  called  as  he  led  them 
from  the  fold  that  day.  "I  will  carry  you  to  the 
meadows  where  daisies  grow." 

The  forest  lay  dim  and  shadowy  on  one  side  of  the 
pasture  lands.  The  deer  lived  there,  and  the  boars  that 
fed  upon  acorns,  and  many  other  creatures  that  loved 
the  wild  woods.  There  had  been  wolves  in  the  forest,  but 
the  king's  knights  had  driven  them  away  and  the 
shepherds  feared  them  no  longer.  Only  the  old  men  like 
Jean's  grandfather,  and  the  little  boys  like  Jean,  talked 
of  them  still.  Jean  was  not  afraid.  He  sang  with  the 
birds  and  ran  with  the  brook  and  laughed  till  the  echoes 
laughed  with  him  as  he  watched  the  sheep  from  early 
morn  to  noon. 

Suddenly  from  beyond  the  hill  he  heard  the  sound  of 
pipes  and  drums,  and  the  tramp,  tramp  of  many  feet. 
The  other  shepherds  heard  too,  and  they  began  to  listen 
and  to  stare  and  to  run.  "The  king  and  his  knights  are 
coming,"  they  cried.  "Come  let  us  see  them  as  they 
pass  by." 

"Who  will  take  care  of  the  sheep?"  asked  Jean,  but 
nobody  answered,  so  he  ran  with  the  rest,  away  from  the 


GRADE  II:  SCHOOL  AND  PLAYGROUND    71 

pastures  and  up  the  hillside  path  that  led  to  the  high- 
way. "How  pleased  my  mother  will  be  when  I  tell  her 
that  I  have  seen  the  king,"  he  said  to  himself,  and  he  was 
hurrying  over  the  hilltop  when  all  at  once  he  remem- 
bered the  forest,  and  the  wolf,  and  his  grandfather's 
words. 

"Come  on,"  called  the  others. 

"I  must  stay  with  the  sheep,"  answered  he;  and  he 
turned  and  went  back  though  the  pipes  and  drums  all 
seemed  to  say,  "Come  this  way,  come  this  way."  He 
could  scarcely  keep  from  crying  as  he  listened. 

There  was  nothing  in  sight  to  harm  the  sheep,  but 
into  the  forest  that  very  day  a  hungry  wolf  had  come. 
His  eyes  were  bright  and  his  ears  were  sharp  and  his  four 
feet  were  as  soft  as  velvet  as  he  came  creeping,  creeping, 
creeping  under  the  bushes  and  spied  the  sheep  left  alone 
in  the  meadows.  "Now  's  my  chance,"  he  said,  and 
out  he  sprang  just  as  little  Jean  came  down  the  hill. 

"Wolf,  wolf,  wolf!"  shouted  Jean.  He  was  only  a 
little  boy,  but  he  was  brave,  and  his  voice  rang  clear  as  a 
bugle  call  over  the  valley  and  over  the  hill,  "Wolf,  wolf, 
wolf!"  The  shepherds  and  knights  and  the  king  himself 
came  running  and  riding  to  answer  his  cry,  and  as  for  the 
gray  wolf,  he  did  not  even  stop  to  look  behind  him  as  he 
sped  away  to  the  forest  shades.  He  ran  so  fast  and  he  ran 
so  far  that  he  never  was  seen  in  the  king's  country  again. 

Jean  led  his  flock  home  at  even  tide,  white  sheep  and 
black  sheep  and  frolicsome  lambs,  not  one  was  missing. 
"Was  the  day  long?"  asked  his  mother,  who  was 
watching  in  the  doorway  for  him. 

"Are  the  sheep  all  in.'*"  called  the  sick  father. 

"Did  the  wolf  come.?"  said  the  old  grandfather;  but 
there  is  no  need  for  me  to  tell  you  what  Jean  said.  You 
can  imagine  that  for  yourself. 


72  A  COURSE  IN  CITIZENSHIP 

APRIL:  HELPFULNESS  TO  THE 
OLD  AND  FEEBLE 

For  the  Teacher: 

WAITING  1 

JOHN  BURROUGHS 

Serene,  I  fold  my  hands  and  wait. 
Nor  care  for  wind,  nor  tide,  nor  sea; 

I  rave  no  more  'gainst  Time  or  Fate, 
For  lo !  my  own  shall  come  to  me. 

I  stay  my  haste,  I  make  delays. 
For  what  avails  this  eager  pace? 

I  stand  amid  the  eternal  ways. 
And  what  is  mine  shall  know  my  face. 

What  matter  if  I  stand  alone? 

I  wait  with  joy  the  coming  years; 
My  heart  shall  reap  where  it  has  sown. 

And  gather  up  its  fruit  of  tears. 


.... 
The  stars  come  nightly  to  the  sky; 

The  tidal  wave  comes  to  the  sea; 
Nor  time,  nor  space,  nor  deep,  nor  high. 

Can  keep  my  own  away  from  me. 

Suggestions  for  morning  talks 

The  faithful  teacher  can  perform  no  loftier  service  as  a 
good  citizen  than  to  teach  the  American  child  respect 
for  the  aged,  and  help  him  to  embody  that  respect 
in   deeds  of   helpfulness.    Our  national  worship  of 

>  From  The  Light  of  Day.  Houghton  Mifflin  Co. 


GRADE  II:  SCHOOL  AND  PLAYGROUND  73 

the  fetish  Efficiency  underlies  the  national  callousness 

to  and  neglect  of  reverence  for  old  age.    We  cannot 

begin  with  the  child  too  early,  nor  emphasize  this 

principle  too  strongly. 
Nothing  shows  a  nobler  spirit  in  a  child  than  helpfulness 

to  the  aged. 
The  old  and  feeble  ought  to  be  held  in  special  kindness 

by  all. 
We  should  speak  to  them  with  gentleness,   always 

anticipating  their  wishes. 
The  most  comfortable  chair,  and  the  pleasantest  place 

in  the  room  belong  to  the  aged  one. 
Their  eyes  are  dim  after  many  years  of  patient  seeing  for 

our  good.  We  can  find  their  glasses  and  tell  them  all 

the  pleasant  things  our  eyes  have  seen  during  the 

day. 
Their  feet  are  tired  after  long  years  of  journeying  for 

us.  We  can  run  on  errands  for  them  now. 
Their  hands  tremble  because  they  have  worked  so  long 

for  us.  Our  strong  yoimg  hands  must  find  something 

to  do  for  them  every  day. 
Read:  "The  Peach  Tree,"  by  Christina  G.  Rossetti,  in 
her  Poems  for  Children,  selected  by  M.  Hix,  Ed- 
ucational Publishing  Company. 

SOMEBODY'S  MOTHER 

ANONYMOUS 

The  woman  was  old,  and  feeble,  and  gray; 
And  bent  with  the  chill  of  the  winter's  day; 
The  street  was  wet  with  a  heavy  snow. 
And  the  woman's  feet  were  aged  and  slow. 


74  A  COURSE  IN  CITIZENSHIP 

She  stood  at  the  crossing,  and  waited  long. 
Alone,  uncared  for,  amid  the  throng 
Of  human  beings  who  passed  her  by. 
Nor  heeded  the  glance  of  her  anxious  eye. 
Down  the  street,  with  laughter  and  shout, 
Glad  in  the  freedom  of  "school  let  out," 
Came  the  boys,  like  a  flock  of  sheep. 
Hailing  the  snow  piled  white  and  deep. 
Past  the  woman  so  old  and  gray. 
Hastened  the  children  on  their  way; 
Nor  offered  a  helping  hand  to  her. 
So  meek,  so  timid,  afraid  to  stir. 
Lest  the  carriage  wheels  or  the  horses'  feet 
Should  crowd  her  down  in  the  slippery  street. 

At  last  came  one  of  the  merry  troop,  — 

The  gayest  laddie  of  all  the  group; 

He  paused  beside  her,  and  whispered  low, 

**I  '11  help  you  across  if  you  wish  to  go." 
Her  aged  hand  on  his  strong  young  arm 
She  placed,  and  so,  without  hurt  or  harm. 
He  guided  her  trembling  feet  along. 
Proud  that  his  own  were  firm  and  strong. 
Then  back  again  to  his  friends  he  went. 
His  young  heart  happy  and  well  content. 

"She  's  somebody's  mother,  boys,  you  know. 
For  all  she  's  old,  and  poor,  and  slow; 
And  I  hope  some  fellow  will  lend  a  hand, 
To  help  my  mother,  you  understand. 
If  ever  she  's  poor  and  old  and  gray. 
When  her  own  dear  boy  is  far  away." 
And  "somebody's  mother"  bowed  low  her  head 
In  her  home  that  night,  and  the  prayer  she  said. 
Was,  "God,  be  kind  to  that  noble  boy. 
Who  is  somebody's  son,  and  pride,  and  joy." 


GRADE  II:  SCHOOL  AND  PLAYGROUND    75 

GRANNY'S  BLACKIEi 

Once  upon  a  time  a  rich  man  gave  a  baby  Elephant  to 
a  woman.  She  took  the  best  of  care  of  this  great  baby, 
and  soon  became  very  fond  of  him.  The  children  in 
the  village  called  her  Granny,  and  they  called  the  Ele- 
phant "Granny's  Blackie." 

The  Elephant  carried  the  children  on  his  back  all  over 
the  village.  They  shared  their  goodies  with  him  and  he 
played  with  them. 

"Please,  Blackie,  give  us  a  swing,"  they  said  to  him 
almost  every  day. 

"Come  on!  Who  is  first .?*"  Blackie  answered  and 
picked  them  up  with  his  trunk,  swung  them  high  in  the 
air,  and  put  them  down  again,  carefully. 

But  Blackie  never  did  any  work.  He  ate  and  slept, 
played  with  the  children,  and  visited  with  Granny. 
One  day  Blackie  wanted  Granny  to  go  off  to  the  woods 
with  him. 

"  I  can't  go,  Blackie,  dear.  I  have  too  much  work  to  do." 

Then  Blackie  looked  at  her  and  saw  that  she  was  old 
and  feeble.  "I  am  young  and  strong,"  he  thought. 
"I  '11  see  if  I  can  not  find  some  work  to  do.  If  I  could 
bring  some  money  to  her,  she  would  not  have  to  work 
so  hard." 

So  next  morning,  bright  and  early,  he  started  down  to 
the  river  bank.  There  he  found  a  man  who  was  in  great 
trouble.  There  was  a  long  line  of  wagons  so  heavily 
loaded  that  the  oxen  could  not  draw  them  through  the 
shallow  water. 

When  the  man  saw  Blackie  standing  on  the  bank  he 
asked,  "Who  owns  this  Elephant?  I  want  to  hire  him  to 
help  my  oxen  pull  these  wagons  across  the  river." 

A  child  standing  near  by  said,  "That  is  Granny's 
Blackie." 

"Very  well,"  said  the  man,  "I  '11  pay  two  pieces  of 

1  Adapted  from  Jataha  Teles,  Ellen  C.  Babbitt.  Century  Co. 


76  A  COURSE  IN  CITIZENSHIP 

silver  for  each  wagon  this  Elephant  draws  across  the 
river." 

Blackie  was  glad  to  hear  this  promise.  He  went  into 
the  river,  and  drew  one  wagon  after  another  across  to 
the  other  side.  . .  .  Then  the  man  put  the  silver  in  a  bag 
tied  around  Blackie's  neck.  Blackie  started  for  home, 
proud  to  think  that  he  had  a  present  for  Granny. 

The  children  had  missed  Blackie  and  had  asked 
Granny  where  he  was,  but  she  said  she  did  not  know 
where  he  had  gone.  They  all  looked  for  him,  but  it  was 
nearly  night  before  they  heard  him  coming. 

"Where  have  you  been,  Blackie  ?  and  what  is  that 
around  your  neck.f^"  the  children  cried,  running  to  meet 
their  playmate.  But  Blackie  would  not  stop  to  talk  with 
his  playmates.   He  ran  straight  home  to  Granny. 

"Oh,  Blackie!'*  she  said,  "where  have  you  been? 
What  is  in  that  bag.^'*  And  she  took  the  bag  off  his 
neck. 

Blackie  told  her  that  he  had  earned  some  money  for  her. 

"Oh,  Blackie,  Blackie,"  said  Granny,  "how  hard  you 
must  have  worked  to  earn  these  pieces  of  silver!  What  a 
good  Blackie  you  are!" 

And  after  that  Blackie  did  all  the  hard  work  and 
Granny  rested,  and  they  were  both  very  happy. 

MAY:  PEACE  AMONG  THE 
CHILDREN 

For  the  Teacher: 

A  LOST  FRIEND » 

JOHN  BOYLE   o'rEILLY 

I  gave  him  love  for  love;  but,  deep  within, 
I  magnified  each  frailty  into  sin; 

I  From  Life  qf  John  Boyle  O'Reilly,  with  bis  complete  poefms.  Cassell  FublisbiDg  Coi 


GRADE  II:  SCHOOL  AND  PLAYGROUND  77 

Each  hill-topped  foible  in  the  sunset  glowed, 
Obscuring  vales  where  rivered  virtues  flowed. 
Reproof  became  reproach,  till  common  grew 
The  captious  word  at  every  fault  I  knew. 
He  smiled  upon  the  censorship,  and  bore 
With  patient  love  the  touch  that  wounded  sore; 
Until  at  length,  so  had  my  blindness  grown. 
He  knew  I  judged  him  by  his  faults  alone. 

Too  late  we  learn,  —  a  man  must  hold  his  friend 
Unjudged,  accepted,  trusted  to  the  end. 

Suggestions  for  morning  talks 

One  way  to  keep  peace  is  to  avoid  children  who  are  quar- 
relsome. If  we  let  them  alone,  and  keep  away  from 
them,  they  may  try  to  be  good,  in  order  to  have 
playmates. 

We  must  not  sulk,  or  refuse  to  play  if  we  cannot  always 
play  the  games  we  like  best,  or  always  be  the  leader. 

We  must  not  contradict  or  call  names. 

Never  repeat  unkind  things  you  have  heard  about  any- 
one. Nobody  likes  a  tale-bearer. 

Remember  that  any  one  can  be  a  good  winner.  It  takes 
a  first-class  person  to  be  a  good  loser. 

Some  children  grow  cross  and  sulky  if  they  fail  in  a  les- 
son. The  brave  ones  keep  on  trying. 

SUPPOSE  1 

PHCEBE    CARY 

Suppose,  my  little  lady, 

Your  doll  should  break  her  head; 

Could  you  make  it  whole  by  crying 
Till  your  eyes  and  nose  were  red.'' 

>  From  Poetical  Works  qf  Alice  and  Phabe  Gary.  Hougbtoo  Mifflia  Co. 


78  A  COURSE  IN  CITIZENSHIP 

And  would  n*t  it  be  pleasanter 

To  treat  it  as  a  joke, 
And  say  you  *re  glad  't  was  Dolly's 

And  not  your  head  that  broke? 

Suppose  you  're  dressed  for  walking. 

And  the  rain  comes  pouring  down; 
Will  it  clear  off  any  sooner 

Because  you  scold  and  frown? 
And  would  n't  it  be  nicer 

For  you  to  smile  than  pout. 
And  so  make  sunshine  in  the  house 

When  there  is  none  without? 

Suppose  your  task,  my  little  man, 

Is  very  hard  to  get; 
Will  it  make  it  any  easier 

For  you  to  sit  and  fret? 
And  would  n't  it  be  wiser 

Than  waiting  like  a  dunce. 
To  go  to  work  in  earnest 

And  learn  a  thing  at  once? 

Suppose  that  some  boys  have  a  horse. 

And  some  a  coach  and  pair; 
Will  it  tire  you  less  while  walking 

To  say,  "It  is  n't  fair"? 
And  would  n't  it  be  nobler 

To  keep  your  temper  sweet. 
And  in  your  heart  be  thankful 

You  can  walk  upon  your  feet? 

Suppose  the  world  does  n't  please  you 
Nor  the  way  some  people  do; 

Do  you  think  the  whole  creation 
Will  be  altered,  just  for  you? 


GRADE  II:  SCHOOL  AND  PLAYGHOUND  79 

And  is  n't  it,  my  boy  or  girl, 

The  wisest,  bravest  plan 
Whatever  comes,  or  does  n*t  come. 

To  do  the  best  you  can? 

SIR  BOBBIE  1 

CLARA   PLATT 

The  little  boy  next  door  wanted  to  be  a  policeman  and 
the  little  boy  around  the  corner  was  going  to  take 
tickets  at  the  circus.  But  whenever  Bobbie  was  asked, 
"What  are  you  going  to  be  when  you  grow  to  be  a 
man?"  he  always  answered  proudly,  — 

"I'm  going  to  be  a  knight." 

He  wanted  to  be  a  knight  with  prancing  steed,  waving 
plumes,  and  all  the  rest.  He  was  only  his  mother's  trusty 
little  boy  now,  but  he  would  be  a  knight  as  soon  as 
possible. 

One  day  he  came  running  into  the  house  with  his  eyes 
big  and  bright.  "Oh,  mother!"  he  cried,  "there  was  a 
big  bug  on  the  sidewalk,  and  there  was  a  Uttle  girl  there, 
and  he  might  have  bitten  her.  But  I  looked  very  crossly 
at  him,  and  he  v/ent  away." 

That  was  when  Bobbie  began  to  be  a  knight.  There  is 
a  great  deal  of  use  for  knights  in  the  world,  and  Bobbie 
was  kept  very  busy.  Every  morning  when  he  and  his 
mother  went  to  market,  there  was  some  little  girl  or  cat 
or  dog  in  trouble,  and  then  it  was  so  fortunate  that  there 
was  a  brave  knight  around. 

He  coaxed  away  the  butterflies  that  the  boys  had 
caught  in  bags,  and  set  them  free.  He  carried  food  to  the 
baby  birds  that  had  fallen  from  the  nests  in  the  parks. 
He  put  every  faded  flower  he  found,  into  water.  He 
kept  the  dogs  from  teasing  the  cats,  and  frightened  the 
cats  away  from  the  birds. 

^  By  permission  of  S.  E.  Cassino  Co. 


80  A  COURSE  IN  CITIZENSHIP 

"I  think  it  is  time  Bobbie  was  having  a  pony,"  said 
his  mother  one  day.  "How  would  you  like  that,  Bob- 
bie?" 

"Not  a  plain  pony  —  a  steed,  mother,"  begged 
Bobbie.  "Please  get  me  a  steed." 

"Certainly,  a  knight  must  have  a  steed,"  said  she, 
laughing. 

And  it  was  that  very  day  that  Bobbie  became  a 
knight.  He  was  on  his  way  home  from  kindergarten, 
when  he  saw  a  very  big  boy  and  a  very  little  girl  with  a 
doll  in  her  arms.  The  little  girl  was  crying,  and  Bobbie 
saw  that  the  doll  was  broken. 

"He  broke  it,"  she  sobbed,  pointing  to  the  big  boy, 
"and  he  won't  let  me  go  home  to  tell  mother." 

"I'll  stand  in  front  of  you,  and  you  run  quickly," 
said  Bobbie,  and,  planting  his  feet  firmly,  he  faced  the 
big  boy,  while  the  little  girl  ran  off. 

The  big  boy  raised  his  stick,  but  Bobbie  looked  him 
straight  in  the  eyes,  and  the  stick  came  down  again. 
Bobbie  stood  still  for  a  moment.  Then  he  said  ear- 
nestly, "I'm  afraid  you'll  never  be  a  knight,"  and  ran 
home  as  fast  as  he  could.  He  dropped  down  before  his 
mother's  chair  with  his  face  in  her  lap. 

"It's  very  hard  work  trying  to  be  a  knight,"  he 
sobbed,  when  he  had  told  her  all  the  story;  "but  I  will 
be  one." 

"Look,  Bobbie!"  his  mother  cried,  raising  the  win- 
dow suddenly.  Down  the  walk  came  the  gardener,  and 
prancing  along  behind  him  was  a  beautiful  white  pony. 

"You  have  won  your  spurs  fairly,  my  Httle  boy," 
said  Bobbie's  mother,  soberly.  Then,  as  she  kissed  the 
tear-stained  face,  she  tapped  him  lightly  on  the  shoul- 
der. 

"You  are  a  knight,  now,"  she  said.  "Be  always 
brave,  loyal,  and  true.  Rise,  Sir  Bobbie." 


GRADE  II:  SCHOOL  AND  PLAYGROUND  81 
JUNE:  THE  GOLDEN  RULE 

For  the  Teacher: 

DEJECTION:  AN  ODE 

SAMUEL  TAYLOR  COLERIDGE 

Ah!  from  the  soul  itself  must  issue  forth 
A  light,  a  glory,  a  fair  luminous  cloud 
Enveloping  the  Earth,  — 
And  from  the  soul  itself  must  there  be  sent 
A  sweet  and  potent  voice,  of  its  own  birth. 
Of  all  sweet  sounds  the  life  and  element! 

For  the  Class: 

Whatsoever  ye  would  that  men  should  do  to  you,  do 
ye  even  so  to  them.  —  Matthew,  vii,  12. 

Suggestions  for  morning  talks 

If  we  follow  the  golden  rule  we  must  not  try  to  pay  back 

those  who  have  done  wrong  to  us. 
We  must  be  true  and  loyal  to  our  parents,  for  that  is 

what  we  should  want  our  children  to  be  to  us. 
We  must  be  obedient  and  mindful  of  our  teachers,  for 

that  is  what  we  should  want  our  pupils  to  be  to  us. 
We  must  be  good  to  the  dumb  animals,  for  they  are 

helpless  in  our  care. 
We  must  be  patient  and  helpful  to  children  smaller  than 

we  are.  They  need  much  patience  and  help  to  grow 

right. 
We  must  be  kind  and  gentle  to  those  who  have  done 

wrong.   They  need  more  kindness  than  any  one  else 

to  help  them  to  be  good. 
Read:  "Beautiful  Things."    Ellen  P.  Allerton,  Sunday 
School  Selections,  Penn  Publishing  Company. 


82  A  COURSE  IN  CITIZENSHIP 

THE  SERVANT  OF  ALL  * 

ANNIE  AND   ELIZA   KEARY 

"Carl,"  said  his  master,  "you  have  been  a  faithful 
swineherd  these  three  years;  go  and  sell  the  half  of  my 
herd  in  the  town  that  lies  at  the  other  side  of  the  forest, 
and  the  money  shall  be  yours." 

As  Carl  drove  the  swine  before  him  into  the  wood  he 
suddenly  saw  an  old  man  with  a  book  in  his  hand.  Carl 
peeped  over  the  old  man's  shoulder  and  tried  to  read  it. 
"Trying  to  peep  into  my  book,  I  see,"  said  the  old  man. 
"Oh,  indeed,  I  beg  your  pardon,"  said  Carl. 

"No  offense,  I  assure  you,"  said  the  other;  "sit  down 
by  me  and  you  shall  read  as  much  as  you  like."  "It  is 
only  a  list  of  names,"  said  Carl;  "but  one  is  written  in 
gilt  letters;  what  is  that  for.'^"  "That  is  the  name  of  a 
king,"  answered  the  old  man.  "What  is  a  king? "  asked 
Carl;  "I  have  never  seen  one." 

"You  may  see  one  this  evening,"  answered  the  old 
man.  "The  people  of  yonder  city  have  long  been  ex- 
pecting one;  the  throne  has  been  ready  in  the  market- 
place and  the  crown  rests  before  it  on  a  crimson  cushion. 
All  the  people  are  waiting  to  bow  down,  for  they  have 
heard  that  the  king  will  come  to-day." 

"I  will  walk  on  then,"  said  Carl,  "for  certainly  I 
should  like  to  see  him." 

Presently  Carl  overtook  a  thin,  miserable-looking 
donkey  who  was  trying  in  vain  to  drag  a  cart-load  of 
wood.  "Good  master  Carl,"  said  the  donkey,  "will  you 
not  help  me  on  with  this  load.  I  am  so  tired,  I  shall 
never  reach  my  master's  cottage."  "  Never  despair,  my 
good  friend,"  said  Carl  as  he  placed  himself  behind  the 
cart,  and  began  to  push  it  vigorously  along.  After  a 
long  time  he  said  to  the  donkey,  "That  will  do  now,  I 
think;  I  have  helped  you  a  long  way." 

»  Abridged  from  Tlie  Little  Wanderlin  and  Other  Tales.  The  Macmillan  C<v 


GRADE  II:  SCHOOL  AND  PLAYGROUND  83 

But  the  donkey  refused  to  go  on  alone.  "You  really 
are  unreasonable/*  said  Carl.  "I  positively  must  run 
after  my  pigs  now."  The  donkey  only  brayed;  there  is 
no  doubt  he  was  very  unreasonable.  "Never  mind,** 
said  Carl  to  himself,  "he  can*t  help  being  a  donli:ey  and 
I  dare  say  he  is  very  tired.*'  So  Carl  pushed  the  cart 
for  the  donkey  until  they  came  to  his  master's  cabin. 
"Thank  you,  good  master  Carl,*'  said  the  donkey. 
"Good-bye,**  said  Carl,  as  he  ran  after  his  pigs.  They 
had  found  a  feast  of  acorns,  so  Carl  sat  down  and  pulled 
his  bread  and  cheese  out  of  his  pocket. 

"Master  Carl,'*  said  a  little  voice  at  his  elbow,  and 
Carl  saw  a  rabbit  sitting  before  him.  "  I  do  hope  you  *re 
not  going  to  ask  for  some  bread  and  cheese,**  said  Carl, 
"I'm  very  hungry  and  there's  not  nearly  enough  for  us 
both." 

"Then  I  must  go  without  my  dinner,"  said  the  little 
rabbit.  "That's  ridiculous,"  said  Carl,  "see  how  many 
dandelions  there  are  all  about."  "But  it's  so  unwhole- 
some living  entirely  on  green  food,"  said  the  rabbit, 
"I  'm  particularly  ordered  to  eat  bread  and  cheese." 
"Very  well,  then,"  answered  Carl,  "you  shall  eat  bread 
and  cheese;"  and  he  fed  the  rabbit  out  of  his  hand  and 
kept  only  a  very  little  piece  for  himself.  "  I  'm  very  much 
obliged  to  you,"  said  the  rabbit  when  she  went  away. 

As  Carl  drove  his  pigs  along  he  next  met  a  beggar,  all 
in  rags,  looking  so  miserable  it  would  have  made  your 
heart  ache.  Carl  went  up  to  him  and  said,  "I  am  very 
sorry  for  you;  can  I  do  anything?"  "God  bless  you," 
answered  the  beggar.  "Look  how  sore  my  feet  are  from 
walking  so  long,  without  shoes  or  stockings."  "You 
shall  have  mine,"  said  Carl,  pulling  off  his  shoes  and 
stockings.  "And  from  having  no  hat  on,"  continued  the 
beggar,  "the  sun  has  made  my  eyes  quite  weak."  "I 
see,"  answered  Carl,  as  he  put  his  hat  on  the  beggar's 
head  and  ran  on  himself  bareheaded. 


84  A  COURSE  IN  CITIZENSHIP 

"Now  I  must  really  keep  my  eye  on  those  pigs,"  said 
Carl,  "for  here  we  are  at  the  mouth  of  the  enchanted 
cave  and  the  Cobbolds  will  steal  them  away  from  me,  if 
I  don't  look  out." 

"  Carl !  O  Carl !  *'  said  a  voice  from  the  ground.  "Here 
I  am,  almost  crushed  beneath  the  stone  just  under  your 
right  foot;  will  you  not  lift  it  up  and  save  me?  "  " Can't 
you  wait  just  till  I  have  passed  the  cavern,  and  then  I  'II 
come  back  to  you?"  said  Carl,  still  looking  at  his  pigs. 
"  In  the  mean  time  I  shall  be  crushed  to  death,"  an- 
swered the  worm. 

"Good-bye,  my  pigs,  then,"  shouted  Carl,  as  he 
lifted  the  stone  from  the  back  of  the  half-dead  worm. 
"I  thank  you,  Carl,"  said  the  worm  feebly;  "now  go  and 
look  after  your  pigs."  "They  are  all  gone,  and  once  in 
there,  it 's  not  a  bit  likely  they  '11  ever  come  out  again,'* 
said  Carl;  "but  I'll  go  to  the  town  at  any  rate  and  see 
whether  the  king  is  come." 

"What  do  you  want  here,  Carl?"  asked  the  porter  at 
the  gate  of  the  city.  "  I  came  to  sell  my  pigs,"  answered 
Carl.  "Where  are  they?"  said  the  porter.  "I've  lost 
them  all,"  answered  Carl. 

"Then  come  with  me  to  the  market-place,"  said  the 
porter;  and  he  led  Carl  to  the  market-place,  where  the 
throne  was  standing  empty.  In  front  of  the  throne  stood 
the  old  man  who  had  spoken  to  Carl  in  the  morning,  and 
beside  him  Carl  saw  the  donkey,  the  rabbit,  the  beggar, 
the  worm,  and  a  whole  army  of  soldiers  who  had  been 
Carl's  pigs. 

"Carl,"  said  the  old  man,  "where  have  you  been 
to-day?"  "Through  the  wood,"  answered  Carl.  "What 
have  you  been  doing  there?  "  "  Indeed,  I  hardly  know," 
answered  Carl. 

"Carl  helped  me  with  my  load  of  wood,"  said  the 
donkey. 

"Carl  fed  me  with  his  own  dinner,"  said  the  rabbit. 


GRADE  II:  SCHOOL  AND  PLAYGROUND  85 

"Carl  gave  me  his  cap  and  shoes,"  said  the  beggar. 

"Carl  saved  me  from  being  crushed  to  death,"  said 
the  worm. 

"Citizens,"  said  the  old  man,  "what  do  you  think  of 
Carl?" 

Then  all  the  people  shouted,  "Carl  is  the  King!  Carl 
is  the  King!" 


GRADE  III 

THE  NEIGHBORHOOD 

By  ELLA  LYMAN  CABOT 
INTRODUCTION 

For  many  months  an  empty  house  stood  opposite  to 
mine.  At  last  the  ^*For  Sale"  sign  was  taken  down; 
carpenters  and  painters  flickered  by  the  windows,  but 
still,  as  night  came  on,  the  house  was  dark.  Then  my 
neighbors  moved  in.  One  morning  as  I  looked  across  I 
saw  a  small  person  dressed  in  brown^^waving  in  greeting 
with  both  chubby  hands.  "Here,"  thought  I,  as  I 
eagerly  waved  back,  "  here  is  true  neighborliness,  and 
it  is  strongest  in  the  youngest  among  us." 

All  of  us  have  our  special  groups  of  friends  and  our 
fellow  workers  who  share  a  common  interest.  Neighbor- 
liness means  the  sharing  of  interests  often  different  from 
our  own.  Neighborhoods  give  us  minute  but  character- 
istic worlds  to  enter  day  by  day,  till  we  are  enlarged  in 
sympathy  and  comprehension.  The  teacher  who  helps 
a  child  to  know  and  serve  the  neighbors  will  introduce 
him  to  ideals  of  sympathy  and  helpfulness  that  he  can 
later  use  in  larger  spheres. 

Our  aim  in  this  year  is  to  help  each  child  to  see  as  his 
own  and  to  love  and  serve  the  life  of  which  he  is  a  part. 
Little  children  take  everything  for  granted.  A  child  of 
nine  or  ten  can  begin  to  see  that  the  town  is  made  up,  not 
of  his  home  alone,  but  of  other  homes;  and  that  school  is 


GRA.de  III:  NEIGHBORHOOD  87 

training  him  to  be  an  active  member  of  his  community. 
The  neighborhood  becomes  real  to  him  as  he  takes  his 
own  small  but  loyal  part  in  serving  it.  He  can  take  care 
of  public  property  to  the  extent  of  seeing  that  papers  are 
picked  up,  fences  and  buildings  left  undefaced,  garden 
seeds  planted.  He  can  learn  respect  for  firemen  and 
police;  the  simpler  conditions  of  public  health;  the  need 
of  obedience  to  law  because  we  are  members  one  of  an- 
other. He  can  practice  doing  good  turns  to  the  neighbor- 
ing community,  the  group  just  over  the  border  of  his 
narrow  sympathy.  He  can  learn  to  recognize  the  rights 
and  feelings  of  the  Chinese  laundryman,  the  Italian 
fruit-dealer,  the  Jewish  tailor.  Above  all,  he  can  begin 
to  see  what  it  means  to  work  together  for  ends  far  greater 
than  any  one,  however  strong  and  wise,  could  accom- 
plish alone. 

SEPTEMBER:  WHO  IS  MY  NEIGHBOR? 

For  the  Teacher: 

Heaven  doth  with  us  as  we  with  torches  do, 
Not  light  them  for  themselves;  for  if  our  virtues 
Did  not  go  forth  of  us,  't  were  all  alike 
As  if  we  had  them  not. 

Shakespeare,  Measure  for  Measure,  i,  i. 

Suggestions  for  morning  talks 

The  question,  "Who  is  my  neighbor.'^"  was  asked  by  a 
lawyer  nineteen  hundred  years  ago.  The  story  of  the 
Good  Samaritan  helped  the  lawyer  to  find  his  own 
answer.  Read  Luke  x,  29-37.  Our  neighbor  is  every 
one  to  whom  we  can  show  kindness. 

In  every  neighborhood  the  public  school  is  a  central 


88  A  COURSE  IN  CITIZENSHIP 

building.  Day  by  day  the  children  pass  to  and  fro, 
rarely  noticing  with  any  clearness  of  vision  what  they 
see  and  still  more  rarely  thinking  of  the  neighborhood 
as  a  whole.  Yet  the  neighborhood  is  the  child's  city 
limits,  and  to  teach  a  keen  and  human  interest  and 
helpfulness  in  the  neighborhood  is  to  open  for  him  the 
beginnings  of  citizenship.  Citizenship  often  comes 
first  to  a  child  as  a  hard  shell  resisting  his  wishes. 
Happy  is  the  teacher  who  can  show  him  the  kernel 
inside.  The  policeman,  the  old  woman  at  the  apple- 
stand,  the  truant  officer,  are  often  thought  of  as 
natural  foes.  Break  that  hard  shell  of  prejudice;  show 
the  children  the  real  hfe  of  the  neighborhood. 

Questions  for  the  class 

If  you  walk  down  a  street  of  shops,  what  signs  do  you 
see  over  the  door?  Provisions,  groceries,  furniture, 
drug-store,  shoemaker,  painter,  carpenter,  lunch- 
room, dressmaker,  tailor,  toy-shop,  books  and  sta- 
tionery, moving-picture  show,  police  station.  Could 
we  do  without  any  of  these  stores?  What  things  does 
everybody  need? 

Notice  as  you  go  home  to-day  what  shops  you  see  on  the 
way.  Make  a  list  and  bring  it  to  school.  How  do  these 
neighbors  of  ours  help  us?  How  can  you  help  them? 
By  courtesy  whenever  you  meet  any  one;  by  honesty 
whenever  you  buy  even  a  penny's  worth;  by  willing 
deeds  of  kindness,  holding  the  baby  for  a  neighbor 
while  she  runs  out,  getting  a  pitcher  of  water  for  her; 
by  shutting  the  door  softly  if  any  one  in  the  house  is  ill; 
by  listening  hard  to  every  word  when  you  are  asked  to 
do  something;  by  flying  gayly  on  errands  of  kindness. 

Bead:  "Ruth  and  Naomi."  — Ruth  i. 


GRADE  III:  NEIGHBORHOOD  89 

A  NIGHT  WITH  A  WOLF  ^ 

BAYARD   TAYLOR 

Little  one,  come  to  my  knee! 

Hark  how  the  rain  is  pouring 
Over  the  roof,  in  the  pitch-black  night. 

And  the  wind  in  the  woods  a-roaring! 

Hush,  my  darling,  and  listen, 

Then  pay  for  the  story  with  kisses: 

Father  was  lost  in  the  pitch-black  night. 
In  just  such  a  storm  as  this  is ! 

High  up  on  the  lonely  mountains, 

Where  the  wild  men  watched  and  waited; 

Wolves  in  the  forest,  and  bears  in  the  bush. 
And  I  on  my  path  belated. 

The  rain  and  the  night  together 

Came  down,  and  the  wind  came  after. 

Bending  the  props  of  the  pine-tree  roof 
And  snapping  many  a  rafter. 

I  crept  along  in  the  darkness. 

Stunned,  and  bruised,  and  blinded  — 

Crept  to  a  fir  with  thick-set  boughs. 
And  a  sheltering  rock  behind  it. 

There,  from  the  blowing  and  raining. 

Crouching,  I  sought  to  hide  me : 
Something  rustled,  two  green  eyes  shone. 

And  a  wolf  lay  down  beside  me. 

Little  one,  be  not  frightened; 
I  and  the  wolf  together, 

»  From  Foeticd.  Works.  Houghton  Mifflin  Co. 


90  A  COURSE  IN  CITIZENSHIP 

Side  by  side,  through  the  long,  long  night. 
Hid  from  the  awful  weather. 

His  wet  fur  pressed  against  me; 

Each  of  us  warmed  the  other  ; 
Each  of  us  felt,  in  the  stormy  dark, 

That  beast  to  man  was  brother. 

And  when  the  falling  forest 

No  longer  crashed  in  warning. 
Each  of  us  went  from  our  hiding  place 

Forth  in  the  wild,  wet  morning. 

Darling,  kiss  me  in  payment! 

Hark,  how  the  wind  is  roaring; 
Father's  house  is  a  better  place 

When  the  stormy  rain  is  pouring! 

OCTOBER:  WAYS  OF  SERVICE 

For  the  Teacher: 

Distinction,  with  a  broad  and  powerful  fan. 
Puffing  at  all,  winnows  the  light  away; 
And  what  hath  mass,  or  matter,  by  itself 
Lies,  rich  in  virtue,  and  unmingled. 

Shakespeare,  Troilus  and  Cressida,  i,  iii. 

Suggestions  for  morning  talks 

At  the  beginning  of  the  year  we  talked  about  Who  is  my 
neighbor?  The  story  of  the  Good  Samaritan  shows 
that  my  neighbor  is  every  one  I  meet  and  whom  I  can 
help.  How  can  we  help?  Are  gifts  the  only  way?  Are 
they  the  best  way  to  help?  Read  the  story  of  the 
"Little  Lame  Boy."  ^    How  did  he  help?    Do  you 

1  Ethics  Jor  Children,  Ella  Lyman  Cabot.  Houghton  Mifflin  Co. 


GRADE  III:  NEIGHBORHOOD  91 

know  the  rule  of  the  Boy  Scouts  to  do  something  kind 
for  somebody  every  day?   What  chances  to  help  are 
there  as  soon  as  you  get  up?  Quickness  and  care  in 
dressing;  help  in  setting  the  table;  politeness  in  pass- 
ing the  food  to  others  first;  neatness  in  making  up 
your  bed;  readiness  to  run  errands. 
What  can  you  do  to  help  in  going  to  school?  Be  on  time; 
speak  pleasantly  to  any  neighbor  you  meet;  look 
about  at  the  street  crossing  and  help  another  child 
across  carefully.  Are  there  any  lonely  or  sick  people 
in  your  neighborhood?   What  can  you  do  for  them? 
What  animals  help  us?  How  can  we  help  them? 
Tell  the  story  of  "Androcles  and  the  Lion,"  from 
Fifty  Famous  Stories  Retold,  James  Baldwin  (American 
Book  Co.);  "The  First  Day  on  the  Aim,"  from  Heidi, 
by  Johanna  Spyri  (Everyman's  Library.  E.  P.  Dutton 
&Co.). 

I  LOVE  YOU,  MOTHER 

JOY  ALLISON 

**I  love  you,  mother,"  said  little  John; 

Then,  forgetting  his  work,  his  cap  went  on. 
And  he  was  off  to  the  garden  swing, 
Leaving  his  mother  the  wood  to  bring. 

"I  love  you,  mother,"  said  little  Nell, 

"  I  love  you  better  than  tongue  can  tell." 
Then  she  teased  and  pouted  half  the  day. 
Till  mother  rejoiced  when  she  went  to  play. 

**I  love  you,  mother,"  said  little  Fan, 
"To-day  I'll  help  you  all  I  can;" 
To  the  cradle  then  she  did  softly  creep. 
And  rocked  the  babe  till  it  fell  asleep. 


92  A  COURSE  IN  CITIZENSHIP 

Then  stepping  softly  she  took  the  broom. 
And  swept  the  floor,  and  dusted  the  room; 

Busy  and  happy  all  day  was  she. 

Helpful  and  cheerful  as  child  could  be. 

"I  love  you,  mother,*'  again  they  said  — 
Three  little  children  going  to  bed. 
How  do  you  think  the  mother  guessed 
Which  of  them  really  loved  her  best? 

OLD  DOG  TRAY^ 

ELLEN  E.   KENYON 

Dog  Tray  has  been  away  for  two  days.  He  never 
stayed  so  long  before. 

Dog  Tray  is  a  hunter.  Sometimes  he  goes  to  look  for 
the  naughty  fox  that  eats  the  chickens,  and  the  fox 
leads  him  a  long  chase.  When  he  returns,  every  one  is 
glad.   Even  baby  crows  at  sight  of  him. 

What  do  you  suppose  he  is  saying  to  baby?  And 
what  is  baby  saying  to  him?  Do  you  think  they  under- 
stand each  other? 

Dog  Tray  is  often  left  to  watch  baby  asleep  in  the 
cradle.  No  harm  can  come  while  he  is  there.  When  the 
children  go  chestnutting,  he  goes,  too.  He  knows  he 
may  be  needed  to  take  care  of  them. 

One  afternoon  they  wandered  too  far  and  stayed  too 
long.  It  grew  dark,  and  they  could  not  tell  the  way 
home.  If  they  had  been  alone,  they  might  have  gone  the 
wrong  way.  Then,  getting  farther  and  farther  into  the 
wood,  they  would  have  been  lost  indeed. 

But  Dog  Tray  was  with  them.  All  they  had  to  do  was 
to  say,  ''We're  going  home.  Tray!"  The  wise  dog  was 
glad  to  hear  it,  for  he  knew  it  was  growing  late  and  they 

1  From  Charlea  Dudley  Warner's  Library  of  the  World's  Best  Literature.    By  per- 
mission of  The  Warner  library  Company. 


GRADE  III:  NEIGHBORHOOD  93 

had  far  to  walk.  He  gave  a  glad  sniff,  as  if  to  say, 
"Come  this  way  then!'*  and  trotted  off.  The  children 
followed,  for  they  knew  they  could  trust  Tray. 

Every  once  in  a  while  Tray  would  pause  and  look 
around,  as  if  to  say,  "Am  I  going  too  fast  for  you.^^'* 
Then  he  would  trot  along. 

Mamma  knew  that  Tray  was  with  the  children,  or  she 
would  have  been  worried  about  them.  As  it  was,  when 
they  reached  home,  she  only  said:  "Come,  hurry,  chil- 
dren! Your  supper  is  waiting." 

Old  Dog  Tray  's  ever  faithful; 
Grief  cannot  drive  him  away. 

He  is  gentle,  he  is  kind. 

And  you  '11  never,  never  find 
A  better  friend  than  old  Dog  Tray. 


NOVEMBER:  PERSEVERANCE 

For  the  Teacher: 

COLUMBUS  1 

JAMES  BUSSELL  LOWELL 

Endurance  is  the  crowning  quality. 
And  patience  all  the  passion  of  great  hearts; 
These  are  their  stay,  and  when  the  leaden  world 
Sets  its  hard  face  against  their  fateful  thought. 
And  brute  strength,  like  the  Gaulish  conqueror. 
Clangs  his  huge  glaive  down  in  the  other  scale. 
The  inspired  soul  but  flings  his  patience  in. 
And  slowly  that  outweighs  the  ponderous  globe. 

Suggestions  for  morning  talks 

Tell  of  Edison's  perseverance  in  discovering  the  best 
material  to  use  for  filaments  of  electric  lights,  and  of 

*■  From  Complete  Poetical  Worke.  Houghton  Mifflin  Co. 


94  A  COURSE  IN  CITIZENSHIP 

how  many  times  Burbank  tries  before  he  can  get  a  suc- 
cessful new  plant.  For  stories  of  both,  see  The  Wonder 
Workers,  by  Mary  H.  Wade.  Little,  Brown  &  Co. 
The  work  of  Darwin,  and  in  fact,  of  any  great  scientist, 
gives  examples  of  perseverance.    See  The  Children's 
Book  of  Moral  Lessons,  by  F.  J.  Gould.  Watts  &  Co., 
London. 
Tell  how  Columbus  showed  great  perseverance  in  his 
attempts  to  get  ships  to  try  the  voyage  across  the 
Atlantic. 
Describe  Helen  Keller's  efforts  in  learning  to  speak. 
Refer  to  Miss  Sullivan's  account,  in  The  Story  of  My 
Life,  by  Helen  Keller,  page  386.    Doubleday,  Page 
&Co. 
Edison,  Darwin,  Burbank,  Helen  Keller,  Clara  Barton 
persevered  in  great  and  hard  tasks;  what  made  them 
persevere?  They  loved  their  work,  but  do  you  think 
they  never  grew  tired  of  it?  What  did  they  do  then? 
What  chances  have  children  to  be  persevering?  Is  it 
harder  to  be  persevering  in  learning  arithmetic  or  in 
learning  to  skate?  Is  it  harder  still  to  persevere  in 
being  helpful  to  all  the  neighbors  every  day? 
Learn:  "Excelsior,"  by  Henry  W.  Longfellow.    R.L.S. 

No.  11.  Houghton  Mifflin  Co. 
Read:  "The  Rope  Wears  the  Stone,"  in  Lesson  X,  and 
"William  Edwards,"  in  Lesson  IX,  The  Chil- 
dren's Book  of  Moral  Lessons,  F.  J.  Gould. 
Watts  &  Co.,  London. 
"Industry,"  and  "The  Water  Lily,"  in  Ethics, 
Julia  M.  Dewey.  Educational  Publishing  Co. 
"The  Tortoise  and  the  Hare,"  in  The  First  Book 
of  Stories  for  the  Story-Teller,   F.   E.   Coe. 
Houghton  Mifflin  Co. 


GRADE  III:  NEIGHBORHOOD  95 

**Teenchy  Duck"  (at  the  castle),  in  The  Second 
Booh  of  Stories  for  the  Story-Teller,  F.  E.  Coe. 
Houghton  Mifflin  Co. 

"Bruce  and  The  Spider,"  in  Fifty  Famous  Stories 
Retold,  James  Baldwin.  American  Book  Com- 
pany. 

"The  Squirrel's  Devotion,"  in  Ethics  for  Chil- 
dren, Ella  Lyman  Cabot.  Houghton  Mifflin 
Co. 

"The  Hill,"  in  The  Golden  Windows,  Laura  E. 
Richards.  Little,  Brown  &  Co. 

A  pocket-handkerchief  to  hem  — 

Oh  dear,  oh  dear,  oh  dear! 
How  many  stitches  it  will  take 

Before  it 's  done,  I  fear. 

Yet  set  a  stitch,  and  then  a  stitch. 

And  stitch  and  stitch  away. 
Till  stitch  by  stitch  the  hem  is  done; 

And  after  work  is  play! 

C.   G.   ROSSETTI. 

PERSEVERANCE  WINS  ^ 

ANONYMOUS 

About  thirty  years  ago  I  stepped  into  a  book  shop  in 
Cincinnati.  While  there,  a  ragged  little  boy,  not  over 
twelve,  came  in  to  ask  how  much  geographies  cost. 

"One  dollar,  my  lad." 

"I  have  only  sixty-two  cents,"  said  the  boy  eagerly; 
"will  you  let  me  have  the  book,  and  wait  awhile  for  the 
rest  of  the  money?" 

When  the  man  refused  his  request,  the  lad  seemed  to 

»  Abridged  from  A  School  Reader,  Fourth  Grade.  Copyright,  1908,  by  Fanny  B. 
Coe.  By  arrangemeat  with  the  American  Book  Co.,  Publiaben. 


96  A  COURSE  IN  CITIZENSHIP 

shrink  within  his  ragged  clothes.  He  looked  up  at  me 
with  a  poor  attempt  at  a  smile  and  left  the  store.  I  over- 
took him. 

"What  now?"  I  asked. 

"I  shall  try  another  place,  sir." 

"Shall  I  go,  too,  and  see  how  you  succeed?" 

"Oh,  yes,  if  you  like,"  said  he  in  surprise. 

Four  different  stores  I  entered  with  him  and  four 
times  he  was  refused.  "Will  you  try  again?"  I  asked. 
"Yes,  sir;  I  shall  try  them  all,  or  I  should  not  know 
whether  I  could  get  the  book." 

We  entered  the  fifth  store,  and  the  little  fellow  told 
the  gentleman  just  what  he  wanted  and  how  much 
money  he  had. 

"Why  do  you  want  the  book  so  much?"  asked  the 
proprietor. 

"To  study,  sir;  I  cannot  go  to  school,  but  when  I  have 
time  I  study  at  home.  My  father  was  a  sailor  and  I  want 
to  know  something  about  the  places  that  he  used  to  go 
to." 

"Does  he  go  to  those  places  now?" 

"He  is  dead,"  replied  the  boy  softly.  Then  he  added, 
"I  am  going  to  be  a  sailor,  too." 

"Well,  my  lad,"  said  the  proprietor,  "I  will  let  you 
have  a  geography  that  is  not  new  for  fifty  cents." 

"Are  the  leaves  all  in  it,  and  is  it  just  like  the  others, 
only  not  new?  " 

"Yes,  it  is  as  good  as  the  new  ones." 

"It  will  do  just  as  well,  then;  and  I  shall  have  twelve 
cents  left  towards  buying  some  other  book.  I  am  glad 
that  they  did  not  let  me  have  one  at  any  of  the  other 
places." 

The  bookseller  looked  up  inquiringly,  and  I  told  him 
what  I  had  seen  of  the  little  fellow.  When  he  brought 
the  book  along,  I  saw  a  nice  new  pencil  and  some  clean 
white  paper  with  it.    "A  present,  my  lad,  for  your  perse- 


GRADE  III:  NEIGHBORHOOD  97 

verance.    Always  have  courage  like  that  and  you  will 
make  your  mark,"  said  the  bookseller. 
"Thank  you,  sir;  you  are  very  good." 
"Do  you  want  any  more  books .^"  I  now  asked. 
"More  than  I  can  ever  get,"  he  replied,  glancing  at 
the  shelves.  I  gave  him  a  bank  note.  "May  I  buy  what 
I  want  with  it.^*"  he  said.    I  nodded.   "Then  I  will  buy 
a  book  for  mother,"  said  he.   "I  thank  you  very  much, 
and  some  day  I  hope  I  can  pay  you."    He  asked  my 
name  and  I  gave  it  to  him.  Then  I  left  him  standing  by 
the  counter,  so  happy  that  I  almost  envied  him. 

Last  year  I  went  to  Europe;  we  had  pleasant  weather 
the  greater  part  of  the  voyage;  but  toward  the  end  there 
came  a  terrible  storm.  Every  mast  was  laid  low,  the 
rudder  was  almost  useless,  and  a  great  leak  was  filling 
the  vessel  with  water.  After  pumping  for  one  whole 
night,  with  the  water  still  gaining  upon  them,  the 
sailors  gave  up  in  despair  and  prepared  to  take  to  the 
boats,  but  the  captain,  with  a  voice  that  I  heard  dis- 
tinctly above  the  roar  of  the  tempest,  ordered  every  man 
to  his  post.  It  was  surprising  to  see  those  men  bow 
before  his  strong  will  and  hurry  back  to  the  pumps. 

As  he  passed  me,  I  asked  him  whether  there  was  any 
hope  of  saving  the  vessel.  "Yes,  sir,"  he  answered,  "so 
long  as  one  inch  of  this  deck  remains  above  water,  there 
is  hope.  When  that  fails,  I  shall  abandon  the  vessel,  not 
before,  nor  shall  one  of  my  crew.  Bear  a  hand,  every  one 
of  you,  at  the  pumps." 

Thrice  during  the  day  did  we  despair;  but  the  cap- 
tain's dauntless  courage,  perseverance,  and  powerful 
will  mastered  every  man  on  board  and  we  went  to  work 
again.  "I  will  land  you  safe  at  the  dock  in  Liverpool," 
said  he,  "if  you  will  be  men." 

And  he  did  land  us  safe,  but  the  vessel  sunk  soon  after 
she  was  moored  to  the  dock.  I  was  the  last  to  leave.  As 


98  A  COURSE  IN  CITIZENSHIP 

I  passed  he  grasped  my  hand  and  said,  "Judge  Preston, 
do  you  recognize  me?"  I  told  him  that  I  did  not. 

"Do  you  remember  the  boy  who  had  so  much  diflS- 
culty  in  getting  a  geography?  He  owes  a  debt  of  grati- 
tude for  your  encouragement  and  kindness  to  him.'* 

"I  remember  him  very  well,  sir.  His  name  was 
William  Hartley." 

"I  am  he,"  said  the  captain.   "God  bless  you!" 

"And  God  bless  you  too,  Captain  Hartley,"  I  said. 
**The  perseverance  that,  thirty  years  ago,  secured  you 
that  geography,  has  to-day  saved  our  lives." 


DECEMBER:  HOSPITALITY 

For  the  Teacher: 

THE  VISION  OF  SIR  LAUNFAL 

JAMES  RUSSELL  LOWELL 

And  the  voice  that  was  softer  than  silence  said, 
**Lo,  it  is  I,  be  not  afraid! 
In  many  climes,  without  avail. 
Thou  hast  spent  thy  life  for  the  Holy  Grail; 
Behold,  it  is  here,  —  this  cup  which  thou 
Didst  fill  at  the  streamlet  for  me  but  now; 

The  Holy  Supper  is  kept,  indeed. 
In  whatso  we  share  with  another's  need; 
Not  what  we  give,  but  what  we  share, 
For  the  gift  without  the  giver  is  bare; 
Who  gives  himself  with  his  alms  feeds  three. 
Himself,  his  hungering  neighbor,  and  me." 

Suggestions  for  morning  talks 
Children  are  naturally  hospitable.  Unaware  of  our  need 


GRADE  III:  NEIGHBORHOOD  99 

to  save  time  or  money  they  lavish  hospitality  on  any 

one  who  wins  their  confidence.    Christmas  is  a  time  in 

which  to  accent  both  hospitality  and  generosity;  the 

encouragement  of  the  desire  to  give,  far  more  than  the 

hope  to  receive,  should  be  our  message  to  children. 

See  the  suggestions  in  Grade  I  for  December,  on 

Making  Others  Happy.    Let  the  children  learn  the 

old  English  carol  "Good  King  Wenceslaus,"  and  the 

motto   "Be  ye  hospitable    to    strangers,  for  in  so 

doing  some  have  entertained  angels  unawares." 

Do  you  know  what  the  word  hospital  comes  from?   Is 

there  any  hospital  in  your  neighborhood.'^    Does  it 

open  its  doors  wide  to  help  the  sick?  Tell  stories  of 

the  hospitality  of  the  Far  East. 

Read:  "How  the  Sun,  the  Moon  and  the  Wind  Went 

Out  to  Dinner,"  in  Second  Book  of  Stories  for 

the  Story-Teller,  Fanny  E.  Coe.    Houghton, 

Mifflin  Co. 

"Yussouf,"  Lowell.    R.L.S.  No.  X.    Houghton 

Mifflin  Co. 
"The  Miraculous  Pitcher,"  in  A  Wonder  Book, 
Hawthorne.   R.L.S.   No.  18.  Houghton  Miff- 
lin Co. 
"Where  Love  is  God  is."  Tolstoy,  in  Ethics  for 
Children,  Ella  Lyman  Cabot,  p.  156.  Hough- 
ton Mifflin  Co. 
"The  Pig  and  the  Hen,"  Alice  Gary,  in  Poetical 
Works  of  Alice  and  Phoebe  Cary.    Houghton 
Mifflin  Co. 
Tell  of  Stevenson  and  the  Samoans,  Letters  of 
Stevenson,  vol.  ii,  edited  by  Sidney  Colvin, 
Charles  Scribner's  Sons. 


100  A  COURSE  IN  CITIZENSHIP 

THE  SPARROWS  1 

CELIA   THAXTEB 

In  the  far-off  land  of  Norway, 
Where  the  winter  lingers  late, 

And  long  for  the  singing-birds  and  flowers, 
The  little  children  wait; 

When  at  last  the  summer  ripens 
And  the  harvest  is  gathered  in. 

And  food  for  the  bleak,  drear  days  to  come 
The  toiling  people  win; 

Through  all  the  land  the  children 

In  the  golden  fields  remain 
Till  their  busy  little  hands  have  gleaned 

A  generous  sheaf  of  grain; 

All  the  stalks  by  the  reapers  forgotten 
They  glean  to  the  very  least. 

To  save  till  the  cold  December, 
For  the  sparrows*  Christmas  feast. 

And  then  through  the  frost-locked  country 
There  happens  a  wonderful  thing: 

The  sparrows  flock  north,  south,  east,  west. 
For  the  children's  offering. 

Of  a  sudden,  the  day  before  Christmas, 
The  twittering  crowds  arrive. 

And  the  bitter,  wintry  air  at  once 
With  their  chirping  is  all  alive. 

They  perch  upon  roof  and  gable, 
On  porch  and  fence  and  tree, 

»  Copyright,  by  Houghtou  Miflain  Co.  Abridged. 


GRADE  III:  NEIGHBORHOQP '    '  'lt)f 

They  flutter  about  the  windows  '''"''.'.,':* 

And  peer  in  curiously. 

On  the  joyous  Christmas  morning. 

In  front  of  every  door, 
A  tall  pole,  crowned  with  clustering  grain. 

Is  set  the  birds  before. 

And  which  are  the  happiest,  truly 

It  would  be  hard  to  tell; 
The  sparrows  who  share  in  the  Christmas  cheer. 

Or  the  children  who  love  them  well! 


THE   LEGEND  OF  THE   CHRISTMAS  TREE » 

LUCY  WHEELOCK 

Two  children  were  sitting  by  the  fire  one  cold  winter's 
night.  A  timid  knock  was  heard  at  the  door,  and  the  boy 
ran  to  open  it. 

He  found  a  child  standing  outside  in  the  cold  and 
darkness,  with  no  shoes  on  his  feet,  and  clad  in  thin, 
ragged  garments.  He  was  shivering  with  cold,  and  asked 
to  come  in  and  warm  himself. 

"Yes,"  cried  both  the  children,  "you  shall  have  our 
place  by  the  fire.  Come  in." 

They  drew  the  little  stranger  to  their  warm  seat, 
shared  their  supper  with  him,  and  gave  him  their  bed, 
while  they  slept  on  a  hard  bench. 

In  the  night  they  were  awakened  by  strains  of  sweet 
music,  and  looking  out  saw  a  band  of  children  in  shining 
garments  approaching  the  house.  They  were  playing 
on  golden  harps,  and  the  air  was  full  of  melody. 

Suddenly  the  stranger  child  stood  beside  them;  no 
longer  cold  and  ragged,  but  clad  in  silvery  light. 

*■  Adapted  from  the  German.  By  permission  of  the  author. 


10S5  A  COURSE  IN  CITIZENSHIP 

'His  sbJt  Voice  said,  "I  was  cold,  and  you  took  me  in. 
I  was  hungry,  and  you  fed  me.  I  was  tired,  and  you 
gave  me  your  bed.  I  am  the  Christ-child,  wandering 
through  the  world  to  bring  peace  and  happiness  to  all 
good  children.  As  you  have  given  to  me,  so  may  this  tree 
every  year  give  rich  fruit  to  you." 

So  saying,  he  broke  a  branch  from  a  fir  tree,  planted  it 
in  the  ground,  and  disappeared.  But  the  branch  grew 
into  a  great  tree,  and  every  year  bore  golden  fruit  for 
the  kind  children. 


JANUARY:  THOUGHTFULNESS  AND 
RESPECT  FOR  AUTHORITY 

For  the  Teacher: 

I  doubt  if  she  said  to  you  much  that  could  act 
As  a  thought  or  suggestion :  she  did  not  attract 
In  the  sense  of  the  brilliant  or  wise:  I  infer 
*T  was  her  thinking  of  others,  made  you  think  of  her. 
E.  B.  Browning,  My  Kate, 

Suggestions  for  morning  talks 

A  few  ways  to  show  thoughtfulness. 

Thoughtfulness  at  home.  Who  is  the  most  thoughtful  per- 
son you  know?  Does  she  ever  forget  to  give  you  sup- 
per? If  she  has  a  great  many  things  to  do,  how  does 
she  manage  to  remember  your  needs?  What  thought- 
ful thing  can  you  do  for  her  this  very  day?  Read:  "  I 
love  you  mother,"  Joy  Allison,  Grade  III,  p.  91. 

Thoughtfulness  at  school.  How  many  children  do  you 
suppose  the  old  lady  had  who  lived  in  a  shoe?  Count 
how  many  the  teacher  has  to  look  after.  Why  must 
they  all  behave  well? 


GRADE  III:  NEIGHBORHOOD  103 

Thoughtfulness  in  speaking.   Use  a  pleasant  voice,  low 
tones  when  you  may  disturb  some  one,  courtesy  in 
saying  please  and  thank  you.    Read:  "Please,"   by 
Alicia  Aspinwall,  in  Can  You  Believe  Me  Stories.  E. 
P.  Dutton  &  Co. 
Thoughtfulness  in  remembering  what  you  are  told.   How 
can  you  learn  not  to  forget?    What  things  do  you 
always  remember?  What  things  do  you  often  forget? 
Thoughtfulness  to  the  neighbors.  Learn  the  verse  begin- 
ning, "She  doth  little  kindnesses,"  in  My  Love,  by 
James  Russell  Lowell.   See  Grade  VI,  page  232. 
Notice  all  the  thoughtful  acts  you  can  see  each  day  and 
tell  about  them  when  you  come  to  school.   Who  are 
the  most  thoughtful  and  kind  people  in  your  neighbor- 
hood? 
Thoughtfulness  by  quick  attention.    Read:  "A  Gentle- 
man," by  Margaret  Sangster,  in  Little  Knights  and 
Ladies.  Harper  &  Bros. 
Read:  "The  Chicken's  Mistake,"  and  "They  Didn't 
Think,"  Phoebe  Cary.    Poetical  Works  of  Alice 
and  Phoebe  Cary.   Houghton  Mifflin  Co. 
"Advice,"  Anonymous,  Poetry  for  Home  and 

School.   G.  P.  Putnam's  Sons. 
"Spartan  Respect  for  the  Aged,"  in  School  Man- 
agement, Emerson  E.  White.  American  Book 
Co. 

THE  THREE  SIEVES  ^ 

A  little  boy  one  day  ran  indoors  from  school,  and 
called  out  eagerly:  "Oh,  mother,  what  do  you  think  of 
Tom  Jones?  I  have  just  heard  that  — " 

*  From  Ella  Lyman  Cabot's  Character  Training,  the  English  Edition  of  Ethics  for 
Children,  edited  by  Edward  Eyles.    Geo.  G.  Harrap  &  Co.,  London. 


104  A  COURSE  IN  CITIZENSHIP 

"Wait  a  minute,  my  boy.  Have  you  put  what  you 
have  heard  through  the  three  sieves  before  you  tell  it  to 
me?" 

"Sieves,  mother!  What  do  you  mean?" 

"Well,  the  first  sieve  is  called  Truth.  Is  it  true?" 

"Well,  I  don't  really  know,  but  Bob  Brown  said  that 
Charlie  told  him  that  Tom  —  " 

"That's  very  roundabout.  What  about  the  second 
sieve —  Kindness.  Is  it  kind?'* 

"Kind!  No,  I  can't  say  it  is  kind." 

"Now  the  third  sieve  —  Necessity.  Will  it  go  through 
that?  ifw^^youtell  this  tale?" 

"No,  mother,  I  need  not  repeat  it." 

"Well,  then,  my  boy,  if  it  is  not  necessary,  not  kind* 
and  perhaps  not  true,  let  the^tory  die." 

FEBRUARY:  FAIR  PLAY  AND 
UNSELFISHNESS 

For  the  Teacher: 

Gladness  be  with  thee,  Helper  of  our  World! 

I  think  this  is  the  authentic  sign  and  seal 

Of  Godship,  that  it  ever  waxes  glad, 

And  more  glad,  until  gladness  blossoms,  bursts  .' 

Into  a  rage  to  suffer  for  mankind. 

And  recommence  at  sorrow. 

Robert  Browning,  BalaustiorCs  Adventure, 

Suggestions  for  morning  talks 

Tell  how  Roderick  Dhu  kept  his  word  and  did  not  use 
his  great  band  of  men  to  fall  upon  James  Fitz-James 
unfairly.    See  The  Lady  of  the  Lake,  Scott,  Canto  v. 

Tell  how  Robin  Hood  tried  to  give  everybody  a  fair 
chance  by  taking  money  away  from  the  rich  men  who 


GRADE  III:  NEIGHBORHOOD  105 

had  got  it  unfairly  and  returning  it  to  the  poor.   He 
never  robbed  the  poor.    See  Robin  Hood,    Howard 
Pyle.   Charles  Scribner's  Sons. 
What  is  a  better  way  of  helping  the  poor  and  the 

sick? 
Read:  "The  Lion  and  the  Mouse,"  First  Book  of  Stories 
for  the  Story-Teller,  Fanny  E.  Coe.  Houghton 
Mifflin  Co. 
"Kindness  Returned,**  in  School  Management, 

Emerson  E.  White.  American  Book  Co. 
"The    Pied   Piper,**   Browning   (unfair    play). 

R.L.S.  No.  115.  Houghton  Mifflin  Co. 
"The   Bell   of   Atri,**   Henry   W.    Longfellow. 

R.L.S.  No.  X.  Houghton  Mifflin  Co. 
How  David  refrained  from  Killing  his  Sleeping 

Foe,  1  Samuel  xxiv. 
"The  Banyan  Deer,**  Jataka  Tales,  Ellen  C. 

Babbitt.    Century  Co. 
"Little  Agnes*  Adventure,**  Margaret  Brenda,  in 
Our  Young  Folks, 
Learn: 

Be  to  others  kind  and  true 
As  you  'd  have  others  be  to  you; 
And  neither  do  nor  say  to  men 
Whate*er  you  would  not  take  again. 

THE  THIRTEEN  JEWELED  LETTERS » 

JASMINE   STONE   VAN   DRESSER 

Once  upon  a  time,  a  little  girl  lost  her  name,  and  no 
one  could  tell  her  where  to  find  it.  So  one  day  she 
started  out  with  a  basket  of  luncheon,  saying  that  if  she 

*  Abridged  from   How  to  Find  Happy  Land.  By  permission  of  G.  P.  Putnam** 
Sons,  Fubushers.  New  York  and  London. 


106  A  COURSE  IN  CITIZENSHIP 

did  not  succeed  in  finding  her  name  she  would  never 
come  back,  for  she  felt  she  was  disgraced. 

First  she  met  an  old  woman  walking  with  a  stick,  who 
said,  "What  have  you  in  your  basket?"  "Luncheon," 
replied  the  little  girl. 

"What  is  your  name?"  asked  the  old  woman.  "I 
don't  know,"  answered  the  little  girl.  Then  she  burst 
out  crying  for  shame.  "Tut,  tut!"  said  the  old  woman. 
"Give  me  your  basket  of  luncheon."  The  little  girl  gave 
it  to  her,  and  was  happier  than  she  had  been  since  she 
lost  her  name. 

As  she  walked  on  through  the  woods  she  became  very 
hungry.  She  turned  back  to  see  if  the  old  woman  had 
left  a  wee  little  crust;  but  all  she  found  was  the  old 
woman's  stick.  Then  the  little  girl  cried,  for  she  used  to 
get  what  she  wanted  by  crying.  But  this  time  there  was 
no  one  to  hear  her,  so  she  stopped.  Moreover,  she 
thought,  "My  luncheon  must  have  helped  the  old 
woman  to  walk  without  her  stick,"  and  that  of  course 
made  her  feel  better. 

As  she  got  up  from  where  she  was  sitting,  something 
shining  on  the  ground  caught  her  eye.  She  stooped 
down  and  picked  up  a  letter  "N,"  formed  of  the  reddest 
rubies  you  ever  saw.  "Oh,"  she  cried,  jumping  up  and 
down,  "I  have  found  the  first  letter!" 

Soon  she  met  a  squirrel  who  said,  "Have  you  any 
nuts?"  "No,"  she  replied;  "but  I  would  give  them  to 
you  if  I  had,  because  then  I  might  find  another  letter  of 
my  beautiful  name."  "Indeed,"  said  the  squirrel,  "you 
would  never  find  another  if  that  *s  why  you  would  help 
me." 

She  was  about  to  cry  again,  but  the  squirrel  whisked 
out  of  sight,  and  she  walked  on.  "If  the  saucy  little 
gquirrel  is  telling  the  truth,  I  had  best  mind  what  he 
said."  With  that  she  fell  to  wondering  whether  the  next 
letter  would  be  of  pearls,  —  when  the  squirrel  jumped 


GRADE  III:  NEIGHBORHOOD  107 

right  out  at  her  feet.  "Give  me  that  pretty  blue  ribbon 
on  your  hair  to  hne  my  nest  with,'*  said  he. 

She  gave  it  to  him  and  walked  on  with  her  hair  falling 
over  her  eyes.  But  she  was  happy  and  thought  only  of 
how  comfortable  the  squirrel's  nest  would  be,  lined  with 
blue  ribbon,  until  she  almost  stepped  on  a  bright  some- 
thing at  her  feet!  And  there  was  a  letter  "S,"  made  of 
beautiful  emeralds. 

"Oh,"  she  said,  picking  it  up.  "But  how  can  any 
name  begin  with  *NS'.'^"  And  she  was  ready  to  cry 
again.  Then  a  funny  thing  happened!  A  little  baby 
monkey  came  out  of  the  woods  and  asked  for  her  cloak. 
Though  she  could  n't  see  what  a  monkey  wanted  with  a 
cloak,  she  gave  it  to  him  and  went  on,  feeling  pretty 
chilly,  for  it  was  not  yet  summer. 

Soon  the  monkey  came  running  after  her.  The  cloak 
was  so  long  that  he  stumbled  over  it  at  every  other  step. 
He  was  shouting,  "Wait!  wait!"  She  waited  until  he 
came  up  and  handed  her  a  letter  "S"  made  of  shining 
pearls.   "It's  yours,"  said  the  monkey. 

She  was  more  puzzled  than  ever  at  having  another 
letter  "S,"  for  it  seemed  less  likely  than  before  that  she 
would  find  a  name  beginning  with  such  queer  letters. 
But  the  monkey  scratched  his  nose  and  said,  "Maybe 
those  are  not  the  first  letters  of  the  name." 

This  made  her  happy.  Thanking  the  monkey  politely, 
she  hurried  on,  for  she  was  anxious  to  find  the  rest  of  the 
letters.  I  could  n't  tell  you  all  the  adventures  this  little 
girl  had;  she  gave  away  her  shoes  and  stockings,  and  her 
pretty  little  baby  ring,  and  her  bonnet,  and  I  don't 
know  what  else.  But  she  was  happy  and,  when  least  ex- 
pecting them,  she  kept  finding  letters  made  of  precious 
stones. 

After  she  had  found  twelve  letters,  she  began  to 
wonder  how  she  would  know  when  she  came  to  the  end. 
And  would  you  believe  it,  she  came  near  missing  the  last 


108  A  COURSE  IN  CITIZENSHIP 

letter.  This  was  the  way  it  happened;  she  saw  a  bent 
old  man,  who  asked  her  to  help  him  find  his  spectacles 
because  he  could  n't  see  well  without  them.  She  did  n't 
cry,  for  she  was  cured  of  that;  but  she  thought,  "Oh, 
how  shall  I  ever  find  the  rest  of  my  letters  if  I  turn 
back.?" 

The  old  man  only  said,  "Oh!  deary  me!  How  am  I 
ever  going  to  find  my  specs  if  no  one  will  help  me?" 
That  made  the  little  girl  feel  badly  and  she  said,  "I  will 
go  back  with  you,"  thinking  she  was  going  in  the  wrong 
direction,  even  though  she  was  trying  to  help  seme  one. 
But  we  cannot  always  tell  where  we  are  going  to  find  the 
things  we  need.   We  must  just  do  what  is  to  be  done. 

The  little  girl  stooped  to  pick  up  something  shining, 
saying,  "Here  are  your  specs!"  But  it  was  n't  the  specs 
at  all!  It  was  another  letter  "S"  made  of  gorgeous  dia- 
monds. "Dear  me ! "  said  the  little  girl  in  astonishment, 
**but  I  can't  spell  such  a  big  word." 

"I'll  spell  it  for  you,"  said  the  little  old  man,  laying 
the  letters  in  a  row  on  the  ground.  "Why!"  he  ex- 
claimed, ''that  is  what  I  have  been  looking  for  all  these 
years;  "  and  never  thinking  of  specs,  he  spelled  the 
word.  "But  for  you  I  would  n't  have  found  it ! "  he  said. 

"But  for  youy  I  would  n't  have  found  it!"  said  she  to 
him. 

The  little  old  man  laughed.  Then  he  suddenly  stood 
up  as  straight  as  a  sapling,  saying,  "Now  I  must  make 
up  for  the  years  I  have  been  without  it,"  and  off  he 
started. 

The  little  girl  gathered  up  the  sparkling  letters,  and 
ran  to  meet  a  lady  who  was  coming  toward  her.  "  Come 
home,  dear  little  Marybelle,"  said  the  lady,  holding  out 
her  arms.   "I  see  you  have  searched  in  the  right  way." 

"Oh,  mamma!"  she  cried,  "these  letters  do  not  spell 
Marybelle!"  Her  mother  spelled  them  out  and  they 
spelled  "UNSELFISHNESS." 


GKADE  III:  NEIGHBORHOOD  109 

MARCH:  GOOD  WORK 

For  the  Teacher: 

A  NOISELESS,  PATIENT  SPIDERS 

WALT  WHITMAN 

A  noiseless,  patient  spider, 

I  mark'd,  where,  on  a  little  promontory,  it  stood,  iso- 
lated; 

Mark*d  how,  to  explore  the  vacant,  vast  surrounding, 

It  launch 'd  forth  filament,  filament,  filament,  out  of 
itself; 

Ever  unreeling  them  —  ever  tirelessly  speeding  them. ' 

And  you,  O  my  Soul,  where  you  stand. 

Surrounded,  surrounded,  in  measureless  oceans  of  space. 

Ceaselessly  musing,  venturing,  throwing,  —  seeking  the 
spheres,  to  connect  them; 

Till  the  bridge  you  will  need,  be  form'd  —  till  the  duc- 
tile anchor  hold; 

Till  the  gossamer  thread  you  fling,  catch  somewhere, 
O  my  Soul. 

Suggestions  for  morning  talks 

Even  little  children  can  appreciate  much  that  is  written 
on  good  work.  The  teacher  will  find  Character  Build- 
ing in  School,  by  Jane  Brownlee  (Houghton  Mifflin 
Co.),  especially  helpful. 
Read:  "The  Sailor  Man,"  in  The  Pig  Brother,  Laura  E. 
Richards.  Little,  Brown  &  Co. 
"The  Builders,"  Longfellow.    R.L.S.   No.   X. 
Houghton  Mifflin  Co. 

1  From  Leatet  qf  Orau. 


110  A  COURSE  IN  CITIZENSHIP 

Head:  "The  Monkey  Song,"  in  The  Jungle  Book, 
Kipling  (poor  work).  The  Century  Company. 

"Mother  Holle,"  Grimm.  R.L.S.  No.  107. 
Houghton  Miflain  Co. 

"The  Two  Herd  Boys,"  in  Boys  of  Other  Cmn- 
triesy  Bayard  Taylor.  G.  P.  Putnam's  Sons. 

"The  Christmas  Cake,"  Maud  Lindsay,  in 
More  Mother  Stories.  Milton  Bradley  Co. 

"That  Dropped  Stitch,"  in  Ethics  for  Home  and 
School,  Julia  M.  Dewey.  Educational  Pub- 
lishing Company. 

FIVE  LITTLE  CHICKENS  * 

ANONYMOUS 

Said  the  first  little  chicken. 
With  a  queer  little  squirm, 
"Oh,  I  wish  I  could  find 
A  fat  little  worm!" 

Said  the  next  little  chicken. 
With  an  odd  little  shrug, 
"Oh,  I  wish  I  could  find 
A  fat  little  bug!" 

Said  the  third  little  chicken, 
With  a  sharp  little  squeal, 
"Oh,  I  wish  I  could  find 
Some  nice  yellow  meal!" 

Said  the  fourth  little  chicken. 
With  a  small  sigh  of  grief, 
"I  wish  I  could  find 
A  green  little  leaf !" 

*  From  American  Kindergarten  Maganne, 


GRADE  III:  NEIGHBORHOOD  111 

Said  the  fifth  little  chicken. 
With  a  faint  little  moan, 
"I  wish  I  could  find 
A  wee  gravel-stone!" 

"Now,  see  here,"  said  the  mother. 

From  the  green  garden-patch, 
"If  you  want  any  breakfast. 

You  must  come  and  scratch." 


DUST  UNDER  THE  RUG » 

MAUD   LINDSAY 

There  was  once  a  poor  widow,  who  had  two  daughters. 
She  found  work  to  do  away  from  home,  and  her  two  little 
girls  kept  house.  But  one  day  the  dear  mother  came 
home  sick;  so  Minnie  said:  "Dear  sister,  I  must  go  out  to 
find  work  before  the  food  gives  out."  She  kissed  her 
mother  and  walked  off  quickly.  The  night  was  coming 
fast  when  she  saw  before  her  a  very  small  house.  She 
made  haste  to  knock;  nobody  came,  so  she  opened  the 
door  and  walked  in.  There  before  her  she  saw  twelve 
little  beds  with  the  bedclothes  tumbled,  twelve  little 
dirty  plates,  and  the  floor  so  dusty  that  you  could  have 
drawn  a  picture  on  it. 

"Dear  me!"  said  the  little  girl,  "this  will  never  do!" 
and  she  set  to  work  to  make  the  room  tidy.  Just  as  she 
finished,  in  walked  twelve  little  people  about  as  tall  as  a 
carpenter's  rule,  and  all  wearing  yellow  clothes.  Minnie 
knew  they  must  be  the  dwarfs  who  kept  the  gold  in  the 
heart  of  the  mountain.  Said  the  dwarfs  all  together,  for 
they  always  spoke  together  and  in  rhyme,  — 

"  Who  can  this  be  so  fair  and  mild  ? 
Our  helper  is  a  stranger  child! " 

1  Abridged  from  Mother  Storie$,  Maud  Lindsay.  By  permission  ol  Milton  Bradley 
Co.,  Publisher!. 


112  A  COURSE  IN  CITIZENSHIP 

Minnie  came  forward.  "If  you  please,"  she  said, 
"I*m  Minnie  Gray  and  I'm  looking  for  work."  Here  all 
the  dwarfs  called  out  merrily:  — 

"You  found  our  room  a  sorry  sight. 
But  you  have  made  it  clean  and  bright." 

They  asked  her  to  stay  to  supper  and  while  they  sat 
eating  they  told  her  that  their  fairy  housekeeper  had 
taken  a  holiday,  and  so  their  house  was  not  well  kept. 
Then  they  said:  — 

"Dear  mortal  maiden,  will  you  stay 
All  through  our  fairy's  holiday? 
And  if  you  faithful  prove  and  good. 
We  will  reward  you  as  we  should." 

Minnie  was  much  pleased.  Next  morning  she  was 
awake  with  the  chickens,  cooked  a  nice  breakfast,  and 
after  the  dwarfs  left,  cleaned  up  the  room  and  mended 
the  dwarfs'  clothes.  When  the  dwarfs  came  home  they 
found  a  bright  fire  and  a  warm  supper;  and  every  day 
Minnie  worked  faithfully  until  the  last  day  of  the  fairy 
housekeeper's  holiday. 

That  morning  she  saw  on  one  of  the  window-panes  a 
most  beautiful  picture  of  fairy  palaces  with  towers  of 
silver  and  frosted  pinnacles.  As  she  looked  at  it  she  for- 
got work  until  the  clock  struck  twelve.  Then  in  haste 
she  made  the  beds  and  washed  the  dishes;  but  when  she 
took  the  broom  to  sweep  it  was  almost  time  for  the 
dwarfs  to  come  home.  "I  believe,"  said  Minnie,  "I  will 
not  sweep  under  the  rug  to-day;  it  is  no  harm  for  dust  to 
be  where  it  can't  be  seen ! "  So  she  left  the  rug  unturned. 
The  dwarfs  came  home;  as  the  rooms  looked  as  usual, 
nothing  was  said;  and  Minnie  thought  no  more  of  the 
dust  until  she  went  to  bed. 

Then  it  seemed  to  her  that  she  could  hear  the  stars 
saying,  "There  is  the  little  girl  who  is  so  faithful  and 
good;"  and  Minnie  turned  her  face  to  the  wall,  for  a 


GRADE  III:  NEIGHBORHOOD  113 

little  voice  right  in  her  own  heart  said,  "Dust  under  the 
rug;  dust  under  the  rug!" 

"There  is  the  little  girl,"  cried  the  stars,  "who  keeps 
home  as  bright  as  star-shine."  "Dust  under  the  rug!" 
said  the  little  voice. 

"We  see  her,"  called  the  stars  joyfully.  "Dust  under 
the  rug,"  said  the  voice.  Minnie  could  bear  it  no  longer; 
she  sprang  out  of  bed,  swept  the  dust  away,  and  lo !  under 
the  dust  lay  twelve  shining  gold  pieces.  "Oh!"  cried 
Minnie,  and  the  dwarfs  came  running  to  see  what  was 
the  matter. 

Minnie  told  them  all,  and  when  she  had  ended  her 
story  the  dwarfs  gathered  lovingly  around  her  and 
said:  — 

"Dear  child,  the  gold  is  all  for  you. 
For  faithful  you  have  proved  and  true. 
But  had  you  left  the  rug  unturned, 
A  groat  was  all  you  would  have  earned. 
Our  love  goes  with  the  gold  we  give. 
And  oh,  forget  not  while  you  live. 
That  in  the  smallest  duty  done 
Lies  wealth  of  joy  for  everyone." 

Minnie  thanked  the  dwarfs  for  their  kindness  to  her; 
and  early  next  morning  she  hastened  home  with  her 
golden  treasure,  which  bought  many  good  things  for  the 
dear  mother  and  little  sister.  She  never  saw  the  dwarfs 
again;  but  she  never  forgot  their  lesson,  to  do  her  work 
faithfully;  and  she  always  swept  under  the  rug. 


114  A  COURSE  IN  CITIZENSHIP 

APRIL:  CHEERFULNESS  UNDER 
DEFEAT  AND  SUFFERING 

For  the  Teacher: 

PROMETHEUS  UNBOUND 

PERCY    BYSSHE   SHELLEY 

To  suffer  woes  which  Hope  thinks  infinite; 
To  forgive  wrongs  darker  than  death  or  night; 

To  defy  Power,  which  seems  omnipotent; 
To  love,  and  bear;  to  hope  till  Hope  creates 
From  its  own  wreck  the  thing  it  contemplates; 

Neither  to  change,  nor  falter,  nor  repent; 
This,  Hke  thy  glory.  Titan,  is  to  be 
Good,  great  and  joyous,  beautiful  and  free; 
This  is  alone  Life,  Joy,  Empire,  and  Victory! 

Suggestions  for  morning  talks 

Tell  how  such  men  as  Stevenson  and  Pope,  though  ill  a 
great  part  of  their  lives,  worked  cheerfully  and  kept 
their  courage;  tell  of  Beethoven  who  wrote  music  after 
he  was  deaf.  See  Masters  of  Fate,  Sophie  Shaler.  Duf- 
field  &  Co. 
Tell  the  story  of  the  Chinese,  in  The  Children's  Book  of 
Mcyral  Lessons,  F.  J.  Gould,  p.  20.    Watts  &  Co., 
London. 
Read:   "Partners"  (first  part  only).  An  American  Book 
of  Golden  Deeds,  James  Baldwin.    American 
Book  Co. 
"He  That  is  Down"   (poem),  John  Bunyan. 

Children's  Year  Book,  Forbes.  Roberts  Bros. 
"If,"  Rewards  and  Fairies,   Rudyard  Kipling. 
Doubleday,  Page  &  Co. 


GRADE  III:  NEIGHBORHOOD  115 

"A  Lesson  of  Faith,"  Mrs.  Alfred  Gatty,  Para- 
bles from  Nature.  Everyman's  Library,  E.  P. 
Dutton  &  Co. 
"The  Flax,"  Hans  Andersen.    R.L.S.  No.  50. 

Houghton  Mifflin  Co. 
"One,  Two,  Three,"  Henry  C.  Bunner.  R.L.S. 
No.  CC.  Houghton  Mifflin  Co. 
Read  to  the  children  about  playing  the  "  Glad  Game," 
from  Polly  anna,  by  Eleanor  H.  Porter.  L.  C.  Page  & 
Co.  See  especially:  chap.  5,  p.  42,  from  "PoUyanna 
laughed  softly"  to  "as  they  entered  the  kitchen  to- 
gether"; chap.  10,  p.  97,  "There,  I  most  forgot,"  to 
the  end  of  the  chapter;  chap.  23,  the  account  of  her 
accident;  chap.  26,  how  she  heard  she  could  never 
walk;  chap.  28,  all,  but  especially  last  two  para- 
graphs. Polly  anna's  game  was  to  find  something  to 
be  glad  about  in  every  discouraging  circumstance; 
the  harder  it  was  to  find  something,  the  more  fun  the 
game.  For  example,  when  her  room  lacked  a  mirror, 
she  checked  her  regret  by  "being  glad"  that  she  was 
thus  prevented  from  seeing  her  hated  freckles.  When 
she,  with  two  good  legs,  received  crutches  for  a 
Christmas  present,  she  managed  to  be  glad  that  she 
did  n't  need  them. 

Cheerfulness  under  defeat 

Sir  Isaac  Newton  was  a  great  scientist  who  discovered 
many  new  facts  about  light,  the  rainbow,  and  the  fall- 
ing of  stones  and  other  bodies  to  the  earth.  He  had 
many  notes  that  it  had  taken  him  along  time  to  make; 
he  kept  these  piled  up  on  a  table  in  his  study.  One 
day  while  he  was  out  for  a  moment,  a  little  dog  of 
his  knocked  over  a  candle  which  burned  up  all  the 


116  A  COURSE  IN  CITIZENSHIP 

papers  on  which  were  his  precious  notes.  When  Sir 
Isaac  came  back,  all  that  was  left  of  them  was  ashes. 
But  Sir  Isaac  did  not  punish  the  dog;  all  he  said  was, 
"  Oh,  Diamond,  you  little  know  the  mischief  you  have 
done." 

IN  GIANT  DESPAIR'S  CASTLE  ^ 

JOHN   BUNYAN 

Christian  and  Hopeful  had  traveled  a  long  time  and 
had  met  with  many  grievous  difficulties.  Wherefore  at 
last,  lighting  under  a  little  shelter,  they  sat  down  there 
till  the  day  brake;  but,  being  very  weary,  they  fell 
asleep.  Now  there  was,  not  far  from  the  place  where 
they  lay,  a  castle,  called  Doubting  Castle,  the  owner 
whereof  was  Giant  Despair;  wherefore  he,  getting  up  in 
the  morning  early,  and  walking  up  and  down  in  his 
fields,  caught  Christian  and  Hopeful  asleep  in  his 
grounds.  Then  with  a  grim  and  surly  voice  he  bade  them 
awake,  and  asked  them  whence  they  were,  and  what 
they  did  in  his  grounds.  They  told  him  they  were  pil- 
grims and  that  they  had  lost  their  way.  Then  said  the 
giant,  "You  have  this  night  trespassed  on  me  by  tram- 
pling in  and  lying  on  my  ground,  and  therefore  you  must 
go  along  with  me.'*  So  they  were  forced  to  go,  because 
he  was  stronger  than  they.  They  also  had  but  little  to 
say,  for  they  knew  themselves  in  a  fault.  The  giant, 
therefore,  drove  them  before  him  and  put  them  into  his 
castle,  into  a  very  dark  dungeon.  Here,  then,  they  lay 
from  Wednesday  morning  till  Saturday  night,  without 
one  bit  of  bread  or  drop  of  drink,  or  light,  or  any  to  ask 
how  they  did.  Now  in  this  place  Christian  had  double 
sorrow,  because  't  was  through  his  unadvised  counsel 
ihat  they  were  brought  into  this  distress. 

>  From  The  Pilgrim's  Progresa.  Slightly  abridged. 


GRA.de  III:  NEIGHBORHOOD  117 

Now  Giant  Despair  had  a  wife,  and  her  name  was  Dif- 
fidence: so  he  told  his  wife  that  he  had  taken  a  couple 
of  prisoners  and  cast  them  into  his  dungeon  for  trespass- 
ing. Then  she  counseled  him  that  in  the  morning  he 
should  beat  them  without  mercy.  So  when  he  arose,  he 
getteth  him  a  grievous  crab-tree  cudgel,  and  goes  down 
into  the  dungeon  to  them,  and  there  first  falls  to  rating 
of  them  as  if  they  were  dogs.  Then  he  falls  upon  them 
and  beats  them  fearfully;  this  done,  he  withdraws  and 
leaves  them  there  to  condole  their  misery,  and  to  mourn 
under  their  distress. 

"Brother,"  said  Christian,  "what  shall  we  do?  The 
life  that  we  now  live  is  miserable.  For  my  part,  I  know 
not  whether  it  is  best  to  five  thus,  or  die  out  of  hand." 

"Indeed,"  said  Hopeful,  "our  present  condition  is 
dreadful,  and  death  would  be  far  more  welcome  to  me 
than  thus  forever  to  abide;  but  let  us  consider,  that  all 
the  law  is  not  in  the  hand  of  Giant  Despair.  Who 
knows  but  that  God,  that  made  the  world,  may  cause 
that  Giant  Despair  may  die;  or  that  at  some  time  or 
other  he  may  forget  to  lock  us  in.  For  my  part,  I  am 
resolved  to  pluck  up  the  heart  of  a  man,  and  to  try  my 
utmost  to  get  from  under  his  hand.  I  was  a  fool  that  I 
did  not  try  to  do  it  before.  But,  however,  my  brother, 
let's  be  patient,  and  endure  a  while."  With  these  words 
Hopeful  did  moderate  the  mind  of  his  brother;  so  they 
continued  together  in  the  dark  that  day,  in  their  sad  and 
doleful  condition. 

Now  night  being  come  again,  and  the  giant  and  his 
wife  being  in  bed,  she  asked  him  concerning  the  prison- 
ers. He  replied,  "They  are  sturdy  rogues;  they  chose 
rather  to  bear  all  hardship  than  to  make  away  with 
themselves."  Then  said  she,  "Take  them  into  the  castle 
yard  to-morrow,  and  show  them  the  bones  and  skulls  of 
those  thou  hast  already  dispatched." 

So  when  the  morning  was  come  the  giant  took  them 


118  A  COURSE  IN  CITIZENSHIP 

into  the  castle  yard,  and  showed  them  as  his  wife  had 
bidden.  "These,"  said  he,  "were  pilgrims,  as  you  are, 
and  they  trespassed  in  my  grounds  as  you  have  done; 
and  when  I  thought  fit  I  tore  them  in  pieces,  and  so 
within  ten  days  I  will  do  you;  get  you  down  in  your  den 
again."  And  with  that  he  beat  them  all  the  way 
thither.  They  lay,  therefore,  all  day  on  Saturday  in  a 
lamentable  case,  as  before. 

Well,  on  Saturday,  about  midnight,  they  began  to 
pray,  and  continued  in  prayer  till  almost  break  of  day. 
Now,  a  little  before  it  was  day,  good  Christian,  as  one 
half -amazed,  broke  out  in  this  passionate  speech:  "What 
a  fool,"  quoth  he,  "am  I,  thus  to  lie  in  a  dungeon  when 
I  may  as  well  walk  at  liberty !  I  have  a  key  in  my  bosom 
called  Promise,  that  will,  I  am  persuaded,  open  any 
lock  in  Doubting  Castle."  Then  said  Hopeful,  "That's 
good  news;  good  brother,  pluck  it  out  of  thy  bosom 
and  try." 

Then  Christian  pulled  it  out  of  his  bosom,  and  began 
to  try  at  the  dungeon  door,  whose  bolt,  as  he  turned  the 
key,  gave  back,  and  the  door  flew  open  with  ease,  and 
Christian  and  Hopeful  both  came  out.  Then  he  went 
to  the  outward  door  that  leads  into  the  castle  yard,  and 
with  his  key  opened  that  door  also.  After  he  went  to  the 
iron  gate,  for  that  must  be  opened  too;  but  that  lock 
went  hard,  yet  the  key  did  open  it.  Then  they  thrust 
open  the  gate  to  make  their  escape  with  speed;  but  that 
gate,  as  it  opened,  made  such  a  crackling  that  it  waked 
Giant  Despair,  who  hastily  rising  to  pursue  his  prisoners, 
felt  his  limbs  to  fail;  for  his  fits  took  him  again,  so 
that  he  could  by  no  means  go  after  them.  Then  they 
went  on,  and  came  to  the  King's  highway,  and  so 
were  safe,  because  they  were  out  of  the  giant's  juris- 
diction. 


GRADE  III:  NEIGHBORHOOD  119 

MAY:  PEACE  AMONG  NEIGHBORS 

For  the  Teacher: 

MEMORABILIA 

XENOPHON 

Socrates,  seeing  two  brothers  quarreling,  said  to  one, 
"As  it  appears  to  me  the  gods  have  designed  brothers  to 
be  of  greater  mutual  service  than  the  hands  or  feet  or 
other  members  which  they  have  made  in  pairs;  for  the 
hands,  if  required  to  do  things  at  the  same  time,  at 
greater  distance  than  a  fathom,  would  be  unable  to  do 
them;  the  feet  cannot  reach  two  objects  at  the  same  time 
that  are  distant  even  a  fathom:  but  brothers  if  they  are 
in  friendship  can,  even  at  the  greatest  distance,  act  in 
concert  and  for  mutual  benefit." 


Learn: 


Suggestions  for  morning  talks 

Echo  not  an  angry  word. 

Let  it  pass! 
Think  how  often  you  have  erred; 

Let  it  pass ! 
Any  common  souls  that  live 
May  condemn  without  reprieve; 
'T  is  the  noble  who  forgive : 

Let  it  pass! 

All  The  Year  Round. 

Read:  "The  White  Dove,"  Maud  Lindsay,  in  More 
Mother  Stories.  Milton  Bradley  Co. 
"Little  Girls  Wiser  Than  Men,"  Tolstoy,  in 
Twenty-Three  Tales;  translated  by  L.  and  A. 
Maude.  Oxford  University  Press. 


120  A  COURSE  IN  CITIZENSHIP 

Read:  "  Rollo  in  the  Woods,"  in  Rollo  at  Play,  Jacob 
Abbott.    T.  Y.  Crowell  &  Co. 

"A  Bit  of  Loving  Kindness,"  Ada  Carleton,  in 
EthicSy  Julia  M.  Dewey,  Educational  Pub- 
lishing Company. 

"Three  Bugs,"  Alice  Cary,  in  Poetical  Works  of 
Alice  and  Phoebe  Cary,  Houghton  Mifflin  Co. 

A  SPARK  NEGLECTED  BURNS  THE  HOUSE  ^ 

LEO   TOLSTOY 

There  once  lived  in  Russia  a  peasant  named  Ivan 
Stcherbakof .  He  was  the  best  worker  in  the  village,  had 
three  sons  all  able  to  work,  his  wife  was  a  thrifty  woman 
and  they  had  a  quiet  and  hard  working  daughter-in-law. 
They  had  only  one  idle  mouth  to  feed;  that  of  Ivan's  old 
father,  who  had  been  lying  ill  on  the  top  of  the  great 
brick  oven  for  seven  years.  Ivan  had  all  he  needed, 
three  horses  and  a  colt,  a  cow  with  a  calf,  and  fifteen 
sheep.  So  he  and  his  children  might  have  lived  quite 
comfortably  had  it  not  been  for  a  quarrel  with  his  next- 
door  neighbor.  Limping  Gabriel,  the  son  of  Gordey 
Ivanof. 

As  long  as  old  Gordey  was  alive  the  peasants  lived  as 
neighbors  should.  If  the  women  wanted  a  sieve  or  a  tub, 
or  the  men  a  sack,  they  sent  to  the  other  house.  Such 
things  as  locking  up  barns  and  outhouses,  or  hiding 
things  from  one  another,  were  never  thought  of. 

When  the  sons  came  to  be  at  the  head  of  the  families, 
everything  changed.  It  all  began  about  a  trifle.  Ivan's 
daughter-in-law,  Sonia,  had  a  hen  that  every  day  laid 
an  egg  in  the  cart.  But  one  day  the  hen  flew  across  into 
Gabriel's  yard  and  laid  its  egg  there.  When  Sonia  went 

1  Abridged  from  Twenty-Three  Tales.  Translated  by  L.  and  A.  Maude.  Oxford 
University  Press. 


GRADE  III:  NEIGHBORHOOD  121 

over,  Gabriel's  mother  asked : "  What  do  you  want,  young 
woman?**  "Why,  you  see,  my  hen  flew  across  this 
morning.  Did  not  she  lay  an  egg  here?**  "We  never 
saw  anything  of  it.  We  collect  our  own  eggs.  And  we 
don't  go  looking  for  eggs  in  other  people's  yards,  lass ! " 
The  young  woman  was  offended,  and  answered  sharply. 
The  women  began  abusing  each  other.  Ivan's  wife 
joined  in;  Gabriel's  wife  rushed  out;  then  a  general  up- 
roar commenced.  Gabriel,  returning  from  the  fields, 
stopped  to  take  his  wife's  part.  Ivan  and  his  son 
rushed  out;  and  finally  Ivan  pulled  a  hand-full  out  of 
Gabriel's  beard.  Thus  the  quarrel  began,  and  from  this 
a  feud  grew. 

Ivan's  old  father  tried  to  persuade  them  to  make 
peace,  saying,  "It's  a  stupid  thing,  children,  picking 
quarrels  about  an  egg.  The  children  may  have  taken  it 
—  well,  what  matter?  God  sends  enough  for  all.  And 
suppose  your  neighbor  did  say  an  unkind  word;  show 
her  how  to  say  a  better  one !  If  there  has  been  a  fight  — 
well,  we  're  all  sinners,  so  make  it  up.  If  you  nurse  your 
anger  it  will  be  worse  for  you  yourselves." 

But  the  younger  folk  would  not  listen.  Not  a  day 
passed  without  a  quarrel  or  even  a  fight.  After  a  time 
the  peasants  began  to  steal  from  each  other  and  kept 
getting  each  other  fined.  Finally,  in  the  seventh  year  of 
the  quarrel,  Sonia  accused  Gabriel  of  horse-stealing,  and 
Gabriel  hit  her  such  a  blow  that  she  was  laid  up  for  a 
week.  Ivan  got  Gabriel  condemned  to  be  flogged.  This 
was  a  terrible  humiliation  to  Gabriel  and  he  was  over- 
heard to  mutter,  "Very  well!  He  will  have  my  back 
flogged!  That  will  make  it  burn;  but  something  of  his 
may  burn  worse  than  that!" 

After  this  Ivan's  old  father  spoke  up  again.  "Ah,  lad, 
malice  blinds  you.  Others'  sins  are  before  your  eyes  but 
your  own  are  behind  your  back.  He 's  acted  badly?  If  he 
were  bad  but  you  were  good,  there  would  be  no  strife. 


122  A  COURSE  IN  CITIZENSHIP 

If  you  get  a  hard  word  from  any  one,  keep  silent,  and  his 
own  conscience  will  accuse  him.  Forgive  him;  then  life 
will  be  easy  and  your  heart  will  always  be  light.  In  the 
morning  go,  make  it  up  with  Gabriel  and  invite  him  here 
for  to-morrow's  holiday.  Don't  put  it  off;  put  out  the 
fire  before  it  spreads." 

Ivan  began  to  think  his  father  was  right,  but  at  this 
moment  the  women  came  into  the  house,  telling  of  more 
quarreling.  Then  Ivan's  heart  grew  cold  again  and  he 
gave  up  the  thought  of  making  peace.  Late  that  evening 
he  went  the  rounds  of  his  farm,  to  see  whether  anything 
was  in  danger.  As  he  reached  the  far  corner  of  the  shed 
he  saw  something  flare  up  for  a  moment  near  the 
plough;  and  he  clearly  saw  a  man,  crouching  down, 
lighting  a  bunch  of  straw  he  held  in  his  hand.  The 
thatch  flared  up  at  the  eaves,  and  standing  beneath  them, 
Gabriel's  whole  figure  was  clearly  visible. 

**Now  I'll  have  him,"  thought  Ivan,  and,  paying  no 
attention  to  the  fire  now  blazing  furiously,  he  rushed  at 
Gabriel.  The  latter  fled;  Ivan  followed,  and  was  about 
to  seize  him,  when  Gabriel,  seizing  up  an  oak  beam, 
struck  Ivan  down  and  stunned  him. 

When  he  came  to  his  senses  Gabriel  was  no  longer 
there.  Ivan  saw  that  his  back  shed  was  all  ablaze; 
flames  and  smoke  and  bits  of  burning  straw  mixed  with 
the  smoke  were  being  driven  towards  his  hut.  "What 
is  this,"  cried  Ivan,  still  half  dazed,  "why,  all  I  had  to 
do  was  just  to  snatch  it  out  from  under  the  eaves  and 
trample  on  it!  Then  the  fire  would  never  have  got 
started."  Before  he  could  get  to  the  fire,  the  hut  was 
aflame.  Nothing  could  be  done;  after  Ivan's  house, 
Gabriel's  also  caught  fire;  then,  the  wind  rising,  the 
flames  spread  to  the  other  side  of  the  street  and  half  the 
village  was  burnt  down. 

Ivan  barely  managed  to  save  his  old  father;  the  family 
escaped  in  what  they  had  on;  and  everything  else  was 


GRADE  III:  NEIGHBORHOOD  123 

lost,  even  the  grain  in  the  granaries.  Ivan  kept  repeat- 
ing, "One  need  only  have  pulled  it  out  and  trampled 
on  it." 

In  the  morning  his  old  father  sent  for  him.  "Who  has 
burnt  down  the  village .f^"  began  the  old  man.  "It  was 
Gabriel,  father,  I  saw  him."  "Ivan,  I  am  dying.  You  in 
your  turn  will  have  to  face  death.  Now,  before  God,  say 
whose  is  the  sin?  "  Only  then  Ivan  came  to  his  senses 
and  understood  it  all.  He  answered  simply,  "Mine, 
father."  Then  he  fell  on  his  knees  before  his  father,  say- 
ing, "Forgive  me;  I  am  guilty  before  you  and  before 
God."  The  old  man  cried,  "Praise  the  Lord!  Praise  the 
Lord!  —  What  must  you  do  now?"  Ivan  was  weeping. 
"I  don't  know  how  we  are  to  live  now,  father!"  he  said. 

The  old  man  smiled  faintly.  "  If  you  obey  God's  will, 
you  '11  manage !  —  Mind,  Ivan !  Don't  tell  who  started 
the  fire!  Hide  another  man's  sin,  and  God  will  forgive 
two  of  yours! "  and,  closing  his  eyes,  the  old  man  sighed, 
stretched  out,  and  died. 

Ivan  did  not  say  anything  against  Gabriel,  and  no  one 
knew  what  had  caused  the  fire.  At  first  Gabriel  felt 
afraid,  but  after  a  while  he  got  used  to  it.  The  men  left 
off  quarreling  and  then  their  families  left  off  also.  While 
rebuilding  their  huts,  both  families  lived  in  one;  and 
when  the  village  was  rebuilt,  Ivan  and  Gabriel  built  next 
to  each  other  and  lived  as  good  neighbors  should.  Ivan 
remembered  his  old  father's  command  to  quench  a  fire 
at  the  first  spark.  If  any  one  does  him  an  injury  he  now 
tries,  not  to  revenge  himself,  but  rather  to  set  matters 
right. 

And  Ivan  has  got  on  his  feet  again,  and  now  lives  bet- 
ter even  than  he  did  before. 


124  A  COURSE  IN  CITIZENSHIP 

JUNE:  WORKING  TOGETHER 

For  the  Teacher: 

TOGETHER  ^ 

RUDYARD  KIPLING 

When  Crew  and  Captam  understand  each  other  to  the 

core. 
It  takes  a  gale  and  more  than  a  gale  to  put  their  ship 

ashore; 
For  the  one  will  do  what  the  other  commands,  although 

they  are  chilled  to  the  bone. 
And  both  together  can  live  through  weather  that  neither 

can  face  alone. 

Suggestions  for  morning  talks 

June  is  an  excellent  time  to  gather  together  in  review  the 
lessons  of  the  entire  year,  and  to  suggest  ways  of  put- 
ting them  in  action  during  the  summer.  The  spirit 
of  working  together  is  the  essence  of  neighborliness. 

^sop's  fable  of  the  bundle  of  sticks  easily  broken  when 
separate,  unbreakable  when  bound  together,  will 
make  graphic  the  need  of  mutual  support.  Let  the 
children  see  how  even  such  a  simple  act  as  tying  one's 
shoes  means  a  skillful  working  together  of  the  brain, 
the  muscles,  the  agile  fingers  of  both  hands.  Building 
a  house,  putting  out  a  fire,  running  a  railroad,  all 
require  that  people  shall  help  one  another  to  the  best 
of  their  ability. 

What  can  you  do  during  the  summer  to  help  the  neigh- 
bors? If  you  go  on  a  vacation  to  the  country  can  you 

»  A  School  History  of  England,  C.  B.  L.  Fletcher  and  Rudyard  Kipling.   Double- 
day,  Page  &  Co. 


GRADE  III:  NEIGHBORHOOD  125 

bring  back  some  flowers?  For  whom?  Are  there  any- 
little  babies  in  the  neighborhood?  In  what  ways  can 
you  help  take  care  of  them?  Is  it  a  good  way  of  work- 
ing together  to  steal  birds*  eggs?    Why  not?   Why 
should  you  not  pull  up  flowers  by  the  roots? 
Learn:  "The   Brown   Thrush,"    Lucy   Larcom,   from 
Childhood  Songs.  Houghton  Mifllin  Co. 
"Wayside  Flowers,"    William    Allingham,    in 
Ethics    for    Children,    Ella    Lyman    Cabot. 
Houghton  Mifflin  Co. 
Read :  " Do  all  That  You  Can,"  and  "  Two  Little  Girls." 
Margaret    Sangster,    in   Little   Knights  and 
Ladies.  Harper  &  Bros. 
In  A  School  History  of  England,    C.  R.  L. 
Fletcher  and  Rudyard  Kipling,  " England's  on 
the  Anvil"  (chap,  ii),  first  four  verses  of  "To- 
gether" (chap,  vii),  "The  Glory  of  the  Gar- 
den" (end  of  the  book).    Doubleday,  Page  & 
Co. 
"The  Wives  of   Brixham,"  Anonymous,  in  A 
School  Reader,  Grade  iv,  Fanny  E.  Coe.  Ameri- 
can Book  Co. 
"The  Lame  Man  and  the  Blind  Man,"  ^sop, 
in  Ethics  for   Children,  Ella   Lyman   Cabot. 
Houghton  Mifflin  Co. 

THE  QUAILS  1 

A   LEGEND   OF   THE   JATAKA 

Ages  ago  a  flock  of  more  than  a  thousand  quails  lived 
together  in  a  forest  in  India.  They  would  have  been 
happy,  but  that  they  were  in  great  dread  of  their  enemy, 

»  From  Ethics  for  Children,  p.  71. 


126  A  COURSE  IN  CITIZENSHIP 

tlie  quail-catcher.  He  used  to  imitate  the  call  of  the 
quail,  and  when  they  gathered  together  in  answer  to  it, 
he  threw  a  great  net  over  them,  stuffed  them  into  his 
basket,  and  carried  them  away  to  be  sold. 

Now  one  of  these  quails  was  very  wise,  and  he  said: 
"Brothers!  I've  thought  of  a  good  plan.  In  future,  as 
soon  as  the  fowler  throws  his  net  over  us,  let  each  one 
put  his  head  through  a  mesh  in  the  net  and  then  all  lift 
it  up  together  and  fly  away  with  it.  When  we  have 
flown  far  enough,  we  can  let  the  net  drop  on  a  thorn 
bush  and  escape  from  under  it." 

All  agreed  to  the  plan,  and  the  next  day,  when  the 
fowler  threw  his  net,  the  birds  all  lifted  it  together  in  the 
very  way  that  the  wise  quail  had  told  them,  threw  it  on 
a  thorn  bush  and  escaped.  While  the  fowler  tried  to  free 
his  net  from  the  thorns,  it  grew  dark,  and  he  had  to  go 
home. 

This  happened  many  days,  till  at  last  the  fowler's  wife 
grew  angry  and  asked  her  husband:  "Why  is  it  that  you 
never  catch  any  more  quail?  " 

Then  the  fowler  said:  "The  trouble  is  that  all  the 
birds  work  together  and  help  one  another.  If  they  would 
only  quarrel,  I  could  catch  them  fast  enough." 

A  few  days  later,  one  of  the  quails  accidentally  trod 
on  the  head  of  one  of  his  brothers  as  they  alighted  on  the 
feeding  ground. 

"Who  trod  on  my  head?"  angrily  inquired  the  quail 
who  was  hurt. 

"Don't  be  angry,  I  did  n't  mean  to  tread  on  you," 
said  the  first  quail. 

But  the  brother  quail  went  on  quarreling,  and  pretty 
soon  he  declared :  " I  lifted  all  the  weight  of  the  net;  you 
did  n't  help  at  all." 

That  made  the  first  quail  angry,  and  before  long  all 
were  drawn  into  the  dispute.  Then  the  fowler  saw  his 
chance.  He  imitated  the  cry  of  the  quail  and  cast  his  net 


GRADE  III:  NEIGHBORHOOD  127 

over  those  who  came  together.  They  were  still  boasting 
and  quarreling,  and  they  did  not  help  each  other  lift  the 
net.  So  the  hunter  lifted  the  net  himself  and  crammed 
them  into  his  basket.  But  the  wise  quail  gathered  his 
friends  together  and  flew  far  away,  for  he  knew  that 
quarrels  are  the  root  of  misfortune. 


GRADE  IV 
TOWN  AND  CITY 

BY  MABEL  HILL 
INTRODUCTION 

Fob  the  Teacher: 

THE  SONG  OF  THE  BROAD-AXE 

WALT  WHITMAN 

A  great  city  is  that  which  has  the  greatest  men  and 

women, 
If  it  be  a  few  ragged  huts  it  is  still  the  greatest  city  in  the 

whole  world. 

The  place  where  a  great  city  stands  is  not  the  place  of 

stretch'd  wharves,  docks,  manufactures,  deposits 

of  produce  merely. 
Nor  the  place  of  ceaseless  salutes  of  new-comers  or  the 

anchor-lifters  of  the  departing. 
Nor  the  place  of  the  tallest  and  costliest  buildings  or 

shops  selling  goods  from  the  rest  of  the  earth. 
Nor  the  place  of  the  best  libraries  and  schools,  nor  the 

place  where  money  is  plentiest, 
Nor  the  place  of  the  most  numerous  population. 

Where  the  city  stands  with  the  brawniest  breed  of 

orators  and  bards. 
Where  the  city  stands  that  is  belov'd  by  these,  and  loves 

them  in  return  and  understands  them. 


GRADE  IV:  TOWN  AND  CITY         129 

Where  no  monuments  exist  to  heroes  but  in  the  common 

words  and  deeds. 
Where  thrift  is  in  its  place,  and  prudence  is  in  its  place, 

Where  outside  authority  enters  always  after  the  prece- 
dence of  inside  authority. 
Where  the  citizen  is  always  the  head  and  ideal,  and 

President,  Mayor,  Governor  and  what  not,  are 

agents  for  pay, 
Where  children  are  taught  to  be  laws  to  themselves,  and 

to  depend  on  themselves. 
Where  equanimity  is  illustrated  in  affairs, 
Where  speculations  on  the  soul  are  encouraged. 
Where  women  walk  in  public  processions  in  the  streets 

the  same  as  the  men. 
Where  they  enter  the  public  assembly  and  take  places 

the  same  as  the  men; 
Where  the  city  of  the  faithfulest  friends  stands, 

•         ••         •         •••••• 

There  the  great  city  stands. 

The  most  important  public  question  before  us  to- 
day is  the  unsolved  question  of  how  to  develop  a  class 
of  trained  citizens  who  shall  bring  into  political  life  such 
upright  devotion  and  such  a  high  degree  of  eflScient  serv- 
ice that  our  civic  life  will  show  the  results.  It  behooves 
the  teachers  of  the  United  States  to  begin  the  founda- 
tions of  such  a  crusade  with  the  children.  The  junior 
citizens  of  our  country  are  the  future  citizens  of  the 
nation.  Even  in  the  fourth  grade  the  pupils,  boys  and 
girls  alike,  are  in  touch  with  the  daily  activities  of 
municipal  life  around  them.  As  they  come  to  school 
they  see  workmen  employed  by  the  municipal  gov- 
ernment busily  engaged  on  some  service  for  the  good 
of  all.   What  these  men  are  doing,  why  they  are  doing 


ISO  A  COURSE  IN  CITIZENSHIP 

it,  what  good  comes  from  it,  are  questions  to  be  con- 
sidered. 

Even  more  important  are  the  questions  that  follow:  If 
good  does  come  from  such  work,  cannot  all  citizens  be 
interested  and  helpful?  If  the  grown-up  citizens  are  in- 
terested, why  should  not  the  children  be  interested  and 
helpful  too?  These  are  questions  to  be  fostered  in  the 
class  room,  in  order  to  bring  about  a  vital  and  intelligent 
cooperation  on  the  part  of  the  pupils. 

As  it  is  the  spirit  and  not  the  letter  that  we  are  to 
develop  in  the  lower  grades,  the  actual  study  of  govern- 
ment cannot  be  given  as  a  branch  of  learning.  But  much 
will  be  gathered  as  basic  knowledge  of  civic  life  if  an 
informal  succession  of  lessons  be  presented  in  the  form 
of  talks  and  stories,  together  with  the  study  of  pictures 
of  civic  life  and  poetry  to  stir  local  patriotism. 


SEPTEMBER:  THE  INFLUENCE  OF 
THE  HOME 

For  the  Teacher : 

THE  COTTER'S  SATURDAY  NIGHT 

ROBERT  BURNS 

At  length  his  lonely  cot  appears  in  view. 

Beneath  the  shelter  of  an  aged  tree; 

Th'  expectant  wee-things,  toddlin',  stacher  thro*. 

To  meet  their  Dad,  wi'  flichterin'  noise  an'  glee. 

His  wee  bit  ingle,  blinkin'  bonilie. 

His  clane  hearth-stane,  his  thriftie  wifie's  smile. 

The  lisping  infant  prattling  on  his  knee. 


GRADE  IV:  TOWN  AND  CITY         131 

Does  a'  his  weary  carking  cares  beguile. 

An'  makes  him  quite  forget  his  labor  an'  his  toil. 

Wi'  joy  unfeign'd  brothers  and  sisters  meet. 
An'  each  for  other's  weel  fare  kindly  spiers : 
The  social  hours,  swift-wing'd,  unnotic'd  fleet; 
Each  tells  the  uncos  that  he  sees  or  hears; 
The  parents,  partial,  eye  their  hopeful  years; 
Anticipation  forward  points  the  view. 
The  mother,  wi'  her  needle  an'  her  shears. 
Gars  auld  claes  look  amaist  as  weel 's  the  new; 
The  father  mixes  a'  wi'  admonition  due. 

Their  master's  an'  their  mistress's  command 

The  younkers  a'  are  warned  to  obey; 

An'  mind  their  labours  wi'  an  eydent  hand. 

An'  ne'er,  tho'  out  o'  sight,  to  jauk  or  play : 

An'  oh !  be  sure  to  fear  the  Lord  alway , 

An'  mind  your  duty,  duly,  morn  an'  night! 

Lest  in  temptation's  path  ye  gang  astray. 

Implore  His  counsel  and  assisting  might: 

They  never  sought  in  vain  that  sought  the  Lord  aright! 

Suggestions  for  morning  talks 

If  you  tell  the  boys  and  girls  what  children  are  doing  in 
their  homes  in  other  towns  and  cities  to  serve  the 
community  you  will  quickly  catch  their  interest. 
Stories  read  like  fairy  tales  to  them  when  the  heroes 
are  children  —  children  who  have  made  their  homes 
more  beautiful,  and  thus  bettered  the  community  in 
which  they  live. 

Jane  Andrews's  "Seven  Little  Sisters,"  and  "Ten 
Boys,"  will  assist  the  teacher  to  bring  before  the 
pupils  the  helpfulness  of  children  in  the  homes  of 
other  countries  throughout  the  great  epochs  of  his- 


132  A  COURSE  IN  CITIZENSHIP 

tory.  Louisa  Alcott*s  short  stories  contain  many 
examples  of  children  who  have  helped  in  the  home  of 
to-day.  Magazines  and  newspapers  contain  anecdotes 
describing  the  work  of  children  all  over  the  country 
who  have  kept  Tree  Day  or  City  Housecleaning  Day. 
Cut  these  out  of  the  magazines.  Oftentimes  they 
appeal  to  young  children  even  more  than  historical 
stories. 

Questions :  How  can  a  boy  or  girl  living  in  a  city  flat  help 
to  make  the  flat  more  attractive?  Boys  can  make 
window  boxes  and  plant  seeds;  when  the  flowers  blos- 
som it  will  give  a  cheery  appearance  to  the  house. 
Girls  can  keep  the  flowers  in  the  window  boxes  wa- 
tered. Children  will  keep  their  lawns  watered  and  cut, 
the  flower  beds  weeded  and  watered,  the  streets  in 
front  of  their  houses  free  from  rubbish,  the  ash  barrel 
removed  immediately  after  it  has  been  emptied. 
How  can  you  help  your  father  and  mother  in  their 
work.?  Why  do  you  like  to  help  them.^^  Suppose  you 
don't  like  to  do  the  work  itself,  do  you  like  to  do  it 
because  it  pleases  some  one  else.?  Do  you  like  to  do 
work  for  the  sake  of  getting  the  work  done,  and  seeing 
things  neat  and  ship-shape,  even  when  the  work  itself 
is  drudgery.? 

Back  of  the  actual  service  there  must  be  the  spirit  of 
loyalty  to  the  home  life.  Show  the  class  that  obedi- 
ence is  the  fundamental  relationship  between  parents 
and  children  in  the  home  and  that  it  is  essential  to  the 
largest  happiness.  The  stories  below  illustrate  obedi- 
ence, gratitude,  helpfulness,  cheerfulness,  service. 

Two  quotations  from  the  writings  of  the  Eastern  nations 
bring  out  the  influence  of  the  family  through  untold 
centuries;  — ' 


GRADE  IV:  TOWN  AND  CITY         133 

"You  have  no  conception  of  how  many  anxious  toils 
your  parents  bore  and  of  how  many  painful  apprehen- 
sions they  endured  in  nourishing  and  educating  you 
—  now  which  of  these  things  did  not  require  the  heart 
of  a  father  and  mother?  Can  this  kindness  ever  be 
fully  rewarded?  "  —  Mencius,  Tsin  Sin  (pt.  i,  chap. 
XXXI  v). 

"No  one  is  to  be  looked  up  to  like  a  father.  No  one  is  to 
be  depended  upon  as  is  a  mother."  —  SJie  King,  Minor 
Odes. 

Reading  for  the  children 

"A  Mother's  Boy";  "Waiting  for  Father";  "A  Fel- 
low's Mother";  "Little  Hans";  "A  Little  Fairy"; 
from  Little  Knights  and  Ladies,  M.  E.  Sangster. 
Harper  &  Bros. 

"The  School  Children's  Friend,"  in  An  American  Book 
of  Golden  Deeds,  James  Baldwin.  American  Book  Co. 

"Snow-Bound,"  John  G.  Whittier.  R.L.S.  No.  4. 
Houghton  Miffin  Co. 

Heidi,  Johanna  Spyri.  Everyman's  Library.  E.  P, 
Dutton  &  Co. 

Reading  far  the  teacher 

The  Community  and  the  Citizen,  chap,  rv,  Arthur  W. 

Dunn.  D.  C.  Heath  &  Co. 
Preparing  for  Citizenship.   W.  B.  Guitteau.   Houghton 

Mifflin  Co. 
The  Family  in  its  Sociological   Aspects,   James  Quale 

Dealey.    Houghton  Mifflin  Co. 
Democracy  and  Social  Ethics,  Jane  Addams.  The  Mac- 

millan  Co. 
The  Young  Citizen,  chaps,  xix,  xx,  Charles  F.  Dole. 

D.  C.  Heath  &  Co. 


134  A  COURSE  IN  CITIZENSHIP 

THE  LITTLE  PHILOSOPHER » 

JOHN  AIKEN  AND  MRS.   BAKBAULD 

Mr.  L.  was  one  morning  riding  by  himself,  when  dis- 
mounting to  gather  a  plant  in  the  hedge,  his  horse  got 
loose  and  galloped  away  from  him.  At  length  a  little  boy 
in  a  neighboring  field,  seeing  the  affair,  ran  across  where 
the  road  made  a  turn,  and  getting  before  the  horse,  took 
him  by  the  bridle,  and  held  him  till  his  owner  came  up. 
Mr.  L.  looked  at  the  boy,  and  admired  his  ruddy,  cheer- 
ful countenance.  "Thank  you,  my  good  lad,'*  said  he; 
"you  have  caught  my  horse  very  cleverly.  What  shall  I 
give  you  for  your  trouble?"  (putting  his  hand  into  his 
pocket).    "I  want  nothing,  sir,"  said  the  boy. 

Mr.  L.  Don't  you.?  So  much  the  better  for  you.  Few 
men  can  say  so  much.  But,  pray,  what  were  you  doing 
in  the  field  .^^ 

B.  I  was  rooting  up  weeds  and  tending  the  sheep  that 
are  feeding  on  the  turnips. 

Mr.  L.  And  do  you  like  this  employment? 

B.  Yes,  very  well,  this  fine  weather. 

Mr.  L.  But  had  you  not  rather  play? 

B.  This  is  not  hard  work;  it  is  almost  as  good  as  play. 

Mr.  L.  How  long  have  you  been  out  in  this  field? 

B.  Ever  since  six  in  the  morning. 

Mr.  L.  And  are  not  you  hungry? 

B.  Yes,  I  shall  go  to  my  dinner  soon. 

Mr.  L.  If  you  had  sixpence  now,  what  would  you  do 
with  it? 

B.  I  don't  know.  I  never  had  so  much  in  my  life. 

Mr.  L.  Have  you  no  playthings? 

B.  Playthings?  What  are  those? 

Mr.  L.  Such  as  balls,  ninepins,  marbles,  tops,  and 
wooden  horses. 

»  Abridged  from  The  Children't  Hour,  edited  by  Eva  March  Tappan.    Houghton 
MiffliuCo. 


GRADE  IV:  TOWN  AND  CITY         135 

B.  No,  sir;  but  our  Tom  makes  footballs  to  kick  in  the 
cold  weather,  and  we  set  traps  for  birds;  and  then  I  have 
a  jumping  pole  and  a  pair  of  stilts  to  walk  through  the 
dirt  with;  and  I  had  a  hoop,  but  it  is  broken. 

Mr.  L.  And  do  you  want  nothing  else? 

B.  No.  I  have  hardly  time  for  those;  for,  I  always  ride 
the  horses  to  field,  and  bring  up  the  cows,  and  run  to  the 
town  of  errands,  and  that  is  as  good  as  play,  you  know. 

Mr.  L.  What  do  you  do  when  you  are  hungry  before 
it  is  time  to  go  home? 

B.  I  sometimes  eat  a  raw  turnip. 

Mr.  L.  But  if  there  are  none? 

B.  Then  I  do  as  well  as  I  can;  I  work  on,  and  never 
think  of  it. 

Mr.  L.  Are  you  not  dry  sometimes  this  hot  weather? 

B.  Yes,  but  there  is  water  enough. 

Mr.  L.  Why,  my  little  fellow,  you  are  quite  a  philoso- 
pher! 

B.  Sir? 

Mr.  L.  I  say  you  are  a  philosopher,  but  I  am  sure  you 
do  not  know  what  that  means. 

B.  No,  sir;  no  harm,  I  hope? 

Mr.  L.  No,  no  (laughing) .  Well,  my  boy,  you  seem  to 
want  nothing  at  all,  so  I  shall  not  give  you  money  to 
make  you  want  anything.  But  were  you  ever  at  school? 

B.  No,  sir;  but  daddy  says  I  shall  go  after  harvest. 

Mr.  L.    You  will  want  books  then. 

B.  Yes;  the  boys  all  have  a  spelling-book  and  a 
Testament. 

Mr.  L.  Well,  then,  I  will  give  you  them.  Tell  your 
daddy  so,  and  that  it  is  because  I  thought  you  a  very 
good,  contented  little  boy.  So  now  go  to  your  sheep 
again. 

B.  I  will,  sir.  Thank  you. 


136  A  COURSE  IN  CITIZENSHIP 

OCTOBER:  THE  INFLUENCE  OF 
THE  SCHOOL 

For  the  Teacher: 

VITAI  LAMPADA* 

HENRY  NEWBOLT 

There's  a  breathless  hush  in  the  Close  to-night 
Ten  to  make  and  the  match  to  win  — 
A  bumping  pitch  and  a  blinding  light, 
An  hour  to  play  and  the  last  man  in. 
And  it 's  not  for  the  sake  of  a  ribboned  coat 
Or  the  selfish  hope  of  a  season's  fame. 
But  his  Captain's  hand  on  his  shoulder  smote: 
"Play  up!  play  up!  and  play  the  game!" 

The  sand  of  the  desert  is  sodden  red  — 
Red  with  the  wreck  of  a  square  that  broke;  — 
The  Catling's  jammed  and  the  colonel  dead 
And  the  regiment  blind  with  dust  and  smoke. 
The  river  of  death  has  brimmed  his  banks 
And  England 's  far,  and  Honour  a  name, 
But  the  voice  of  a  schoolboy  rallies  the  ranks, 
"Play  up!  play  up!  and  play  the  game!'* 

This  is  the  word  that  year  by  year. 
While  in  her  place  the  School  is  set. 
Every  one  of  her  sons  must  hear. 
And  none  that  hears  it  dare  forget. 
This  they  all  with  a  joyful  mind 
Bear  through  life  like  a  torch  in  flame. 
And  falling  fling  to  the  host  behind  — 
"Play  up!  play  up!  and  play  the  game!" 

*  From  AdmiraU  AU.  John  Lane  Co. 


/  GRADE  IV:  TOWN  AND  CITY         137 

Suggestions  for  morning  talks 

Show  the  children  that  they  can  help  the  city  by  their 
appreciation  of  what  it  does  for  them  through  the 
public  schools.  If  the  teacher  tells  the  children  at  the 
outset  of  the  term  how  much  money  is  going  to  be 
spent  for  them  by  the  city  during  the  year  and  if  she 
illustrates  this  expense  by  comparing  it  with  the  cost 
of  things  the  children  already  know  about,  it  will 
mean,  even  in  the  fourth  grade,  something  definite  to 
them,  especially  if  they  have  already  begim  to  save 
their  pennies  at  the  bank. 

Questions:  How  many  schools  are  there  in  our  town? 
Where  are  they  located?  What  is  a  primary  school? 
What  is  a  grammar  school?  What  are  high  schools? 
Why  do  we  have  evening  schools?  Why  are  there  so 
many  more  children  in  the  elementary  schools  than  in 
the  secondary  schools  or  high  schools?  When  may  a 
boy  or  girl  go  to  work?  Who  decides  the  age?  W^ho  is 
the  superintendent?  Why  is  there  a  superintendent 
in  your  town?  What  other  schools  besides  those  men- 
tioned give  training  to  boys  and  girls?  Would  you 
like  to  go  to  an  outdoor  school?  Do  you  like  to  go  to 
schools  in  summer  on  the  playgrounds?  If  supplies 
are  given  free  to  pupils,  should  they  be  careful  in  using 
them?  Of  what  supplies  ought  you  to  take  the  best 
possible  care?  How  can  you  help  make  your  school- 
room beautiful?  College  boys  talk  about  their  college 
spirit?  Has  your  school  any  real  school  spirit?  What 
is  school  spirit?  What  do  you  mean  by  "team  work," 
"fair  play"?  Give  an  example  of  fair  play  in  the 
schoolroom  and  of  one  in  the  school  yard. 

Write  upon  the  blackboard  a  list  of  suggestions  given  by 


138  A  COURSE  IN  CITIZENSHIP 

the  children.  This  list  will  include:  Care  of  the  build- 
ings (never  mar  anything,  do  not  waste  materials,  do 
not  waste  water  at  the  faucets);  care  of  the  school 
apparatus  and  playground  apparatus;  orderliness  in 
entering  school  and  retiring;  regular  attendance; 
punctuality;  quiet  behavior  in  the  streets;  helpful- 
ness in  waiting  upon  the  teacher;  readiness  in  recita- 
tion; willingness  to  study. 

Reading  for  the  children 

"The  Little  School  Ma'am";  "Vacation  Over";  "The 
Two  Wishes";  in  Little  Knights  and  Ladies,  M.  E. 
Sangster.   Harper  &  Bros. 

Reading  for  the  teacher 

The  Community  and  the  Citizeny  chap,  xv,  Arthur 
W.  Dunn.    D.  C.  Heath  &  Company. 

New  Demands  in  Education,  James  P.  Monroe.  Double- 
day,  Page  &  Co. 

American  Citizen;  The  Young  Citizen,  chap.  iii.  Charles 
F.  Dole.  D.  C.  Heath  &  Co. 

Civic  Reader  for  New  Americans,  chap,  iv,  Charles  M. 
Lamprey.  American  Book  Co. 

Character  Building  in  School,  Jane  Brownlee.  Houghton 
Mifflin  Co.   (A  very  important  book  for  the  teacher.) 

"  The  Deserted  Village,"  Oliver  Goldsmith.  R.L.S.  No. 
68.  Houghton  Mifflin  Co.    (To  be  read  aloud). 

A  SCHOOL  SYSTEM  STORY  ^ 

MABEL   HILL 

The  truant  officer  did  not  visit  the  Horace  Mann 
School  once  during  the  spring  term.  It  happened  in  this 

>  Abridged  from  Lestons/or  Junior  Ciiizent.  Ginn  &  Co. 


GRADE  IV:  TOWN  AND  CITY  139 

way.  One  morning  in  early  April  Miss  Howe  said, 
"Spring  is  here!  I  can  see  it  and  feel  it  and  smell  it, 
can't  you?" 

"Yes,"  said  a  little  girl,  without  even  raising  her 
hand;  "and  I  can  hear  it,  too." 

"So  you  can,  Kitty,"  responded  the  teacher.  "The 
birds  are  coming  back  every  day." 

Just  then  John  Wilson,  a  big  boy  in  the  back  seat, 
whispered  to  another  boy,  "I'll  play  *  hookey'  this 
afternoon,  if  you  will." 

Miss  Howe  knew  by  the  boy's  lips  what  he  had  whis- 
pered, but  she  did  not  call  upon  him  at  once.  Presently 
she  said,  "Z'(i  like  to  play  truant  this  afternoon,  myself, 
but  you  see  I  can't,  any  more  than  you  boys  and  girls 
can." 

Up  went  John's  hand.  "Why  can't  you  play  truant. 
Miss  Howe,  if  you  want  to?"  he  asked. 

"Because,  John,  it  would  not  be  fair  to  you,  or  to 
your  father,  or  to  the  other  children's  fathers.  You  see, 
the  citizens  of  this  city  own  these  school  buildings  and 
support  the  school  system,  in  order  that  you  children 
may  come  here  and  learn  about  things.  You  would  feel 
very  sorry  if  there  were  no  schools,  but  if  you  and 
I  played  truant  often,  and  if  others  should  acquire 
the  habit,  the  city  might  have  to  shut  up  the  schools. 
Moreover,  the  truant  breaks  into  his  lessons,  loses  his 
place  in  the  class,  and  becomes  careless  about  every- 
thing." 

Miss  Howe  then  explained  how  they  each  partly 
"owned  the  school"  and  were  a  part  of  the  "system  of 
education."  This  is  what  she  told  them.  "It  costs  an 
average  of  $30  every  year  to  send  each  of  you  to 
school.  I  mean  that  when  all  the  expenses  in  all  the 
schoolhouses  are  taken  into  account,  it  costs  the  city 
$450,000;  last  year  we  had  a  roll  of  15,000  children. 
I  wish  you  would  put  that  example  in  arithmetic  on 


140  A  COURSE  IN  CITIZENSHIP 

the  board,  Johnny,  so  that  we  can  see  just  how  it  will 
look." 

Johnny  quickly  put  the  multiplication  work  on  the 
board. 

"We  have  a  School  Board,  as  you  know,  of  nine  mem- 
bers, and  a  superintendent  of  schools.  There  are  so 
many  things  to  think  of  that  this  big  committee  is  di- 
vided into  little  committees.  There  are  committees  that 
report  on  music  and  drawing,  and  still  others  that  have 
charge  of  the  accounts,  and  of  the  rules  and  regulations. 
The  members  of  our  School  Board  receive  no  salary  and 
when  you  think  that  some  of  the  standing  committees 
have  at  least  fifty  meetings  a  year,  you  must  agree  with 
me  in  thinking  these  men  very  generous  to  serve  their 
city  so  faithfully. 

"The  superintendent  of  schools,  however,  receives  a 
salary,  just  as  all  the  teachers  receive  pay,  because  his 
work  is  a  daily  one  and  he  has  no  other  profession.  Per- 
haps you  would  like  to  know  how  some  of  the  city  money 
is  expended  upon  the  schools?  When  we  count  all  the 
public  school  buildings,  we  find  53  belonging  to  our 
school  system,  and  in  these  are  employed  300  teachers." 

"Do  these  include  the  evening  schools? "  asked  one  of 
the  older  girls. 

"No,  there  are  other  teachers  who  have  charge  of  the 
night  instruction.  Now,  I  should  like  to  have  John  go  to 
the  board  again  and  make  a  list  of  necessary  school  sup- 
plies. Kitty,  what  shall  we  put  down  first?" 

"Textbooks." 

"Writing-books  and  drawing-books,"  added  another. 

"And  drawing-materials,"  a  third  girl  suggested. 

"Reference  books,"  some  one  else  remembered.  And 
then  the  replies  came  more  slowly. 

Miss  Howe  reminded  them  of  the  fuel,  water,  and  gas 
bills  that  must  be  paid;  of  the  repairs  on  old  furniture 
and  the  need  of  new.  She  pointed  to  the  window  shades 


GRADE  IV:  TOWN  AND  CITY         141 

that  were  new  that  spring.  **It  has  cost  the  city  $2000 
to  put  those  green  shades  into  every  school.  Do  you 
know  why  they  bought  green  instead  of  yellow  shades?  ** 

Mary  Andrews  knew.  "Because  green  shades  make 
the  light  softer  for  the  eyes,"  she  said.  So  they  went  on, 
counting  the  cost  of  the  supplies  necessary  to  equip  a 
schoolroom.  They  remembered  the  scissors  and  cloth 
for  the  sewing-classes,  and  the  raw  materials  for  the 
cooking-class. 

"How  much  will  it  cost  to  build  the  new  Schuyler 
Avenue  schoolhouse.f*"  Johnny  asked. 

"I'm  glad  you  asked  that.  How  much  do  you  think 
such  a  building  ought  to  cost?" 

"Our  new  house  cost  $5000,"  another  boy  ventured. 

"That's a  good  deal  for  a  house,  Charlie,"  Miss  Howe 
replied,  "but  a  school  building  is  so  much  larger,  and  it 
must  be  built  for  so  much  more  wear  and  tear,  that 
Johnny  will  have  to  think  of  a  sum  larger  than  $5000." 

"I  guess  $50,000,"  Johnny  said,  sitting  down  in  the 
back  seat  with  quite  the  air  of  a  business  man. 

"  Even  more  than  that,"  Miss  Howe  continued.  " The 
city  has  appropriated  $120,000  for  the  building  alone. 
It  is  to  be  fireproof,  and  the  only  woodwork  in  the  school- 
rooms will  be  the  desks,  chairs,  and  the  trimming  of  doors 
and  windows." 

A  moment  later  Miss  Howe  continued,  "When  I 
think  how  much  your  fathers  are  doing,  as  citizens,  to 
make  your  school  days  happy,  and  when  I  stop  to  think 
that  this  very  school  building  is  public  property  and 
belongs  to  you  and  to  me  to  enjoy  and  be  proud  of,  I 
can't  see  how  any  children  could  want  to  mutilate  or 
harm  their  desks,  or  destroy  the  flowers  in  the  window 
boxes,  or  injure  the  textbooks." 

This  story  made  the  boys  and  girls  realize  what  a  city 
government  does  for  its  school  children,  and  there  was  no 
need  for  the  truant  officer  in  their  school  that  spring. 


142  A  COURSE  IN  CITIZENSHIP 

NOVEMBER:  CARE  OF  PUBLIC 
PROPERTY 

For  the  Teacher: 

WESTMINSTER  BRIDGE 

WILLIAM   WORDSWORTH 

Earth  has  not  anything  to  show  more  fair: 

Dull  would  he  be  of  soul  who  could  pass  by 

A  sight  so  touching  in  its  majesty : 

This  City  now  doth,  like  a  garment,  wear 

The  beauty  of  the  morning;  silent,  bare. 

Ships,  towers,  domes,  theatres,  and  temples  lie 

Open  unto  the  fields,  and  to  the  sky; 

All  bright  and  glittering  in  the  smokeless  air. 

Never  did  sun  more  beautifully  steep 

In  his  first  splendour,  valley,  rock,  or  hill; 

Ne'er  saw  I,  never  felt,  a  calm  so  deep ! 

The  river  glideth  at  his  own  sweet  will : 

Dear  God!  the  very  houses  seem  asleep; 

And  all  that  mighty  heart  is  lying  still! 

Suggestions  for  morning  talks 

All  public  property  belongs  directly  or  indirectly  to  the 
citizens.  It  is  not  only  school  property  which  the  chil- 
dren may  be  taught  to  care  for  with  individual  inter- 
est and  pride. 

Questions:  If  you  live  in  a  crowded  street  where  careless 
people  are  constantly  throwing  refuse  into  the  gutter 
and  upon  the  pavements,  what  can  you  do  about  it? 
Suppose  you  should  band  the  children  of  your  neigh- 
borhood together  into  a  Civic  League,  could  the  league 
work  for  street  improvement?  Write  to  the  Commis- 


GRADE  IV:  TOWN  AND  CITY         143 

sioner  of  the  New  York  Street  Cleaning  Department, 
who  will  tell  you  an  interesting  story  of  what  hap- 
pened in  the  city  of  New  York  some  years  ago. 
If  you  form  a  Civic  League,  here  are  some  ways  to 
protect  and  care  for  public  property.  Boys  and  girls 
will  not  deface  with  a  knife,  pencil,  or  chalk  the  build- 
ings or  walls  or  fences  of  any  property,  public  or  pri- 
vate; children  can  guard  the  street  from  the  careless- 
ness of  grown-up  people;  if  boys  see  banana  skins 
thrown  on  to  the  street  from  a  foreigner's  fruit  store, 
they  can  explain  to  the  foreigner  that  banana  skins 
are  not  only  slippery  things  and  may  cause  some  one 
to  fall,  but  they  are  unsightly  and  unhealthful,  for  all 
decaying  fruit  breeds  germs;  children  can  prevent 
other  children  from  throwing  stones  which  will  break 
the  electric  lamp  globes;  bonfires  should  be  watched 
carefully,  and  the  ashes  left  from  bonfires  shoidd  be 
properly  scattered,  because  falling  sparks  may  alight 
and  a  new  fire  be  started.  The  Sewer  Department  is 
another  public  utility  of  the  greatest  importance. 
Children  should  be  taught  not  to  build  dams  in  the 
gutter,  or  try  to  stop  the  water  from  flowing  into  the 
sewer.  The  hydrants,  the  fire-alarm  boxes,  are  for  the 
good  of  all.  The  more  the  children  think  about  these 
details  of  city  life,  the  more  ready  they  will  be  to  take 
a  civic  pledge  when  a  civic  club  is  started  in  their 
school  or  community.  Tell  stories  of  children  who 
have  helped  save  large  public  property.  For  instance, 
"The  Little  Hero  of  Harlem,''  and  "The  Red  Shirt," 
in  ^n  American  Book  of  Golden  Deeds,  James  Baldwin. 
For  further  questions  and  discussions,  see  "Life  at 
the  Heart  of  Things,"  p.  12,  in  Talks  on  Citizenship, 
Charles  F.  Dole.  The  Patriotic  League,  N.Y. 


144  A  COURSE  IN  CITIZENSHIP 

Reading  for  the  children 

Colonel  Waring's  work,  in  Town  and  Cityy  chaps,  v  to 

VII,  Frances  G.  Jewett.    Gulick  Hygiene  Series.  Ginn 

&Co. 
Lessons  for  Junior  Citizens,  pp.  83-110,  Mabel  Hill. 

Ginn  &  Co. 
** Arbor  Day,*'  Henry  Abbey   (what  we  plant  when 

we  plant  a  tree),  in  Days  and  Deeds,   Baker  Taylor 

Co. 
"The  Garden,"  Mary  Howitt,  in  The  Children's  Hour, 

vol.  VI,  edited  by  Eva  March  Tappan.    Houghton 

Mifflin  Co. 
An  American  Book  of  Golden  Deeds,  James  Baldwin. 

American  Book  Co. 

Reading  for  the  teacher 

The  City,  Frederick  Howe.  Charles  Scribner*s  Sons. 
The  Community  and  the  Citizen,  Arthur  W.  Dunn.  D.  C. 

Heath  &  Co. 
The  American  Citizen,  Charles  F.  Dole.  D.  C.  Heath  & 

Co. 
Great  Cities  in  America,  Delos  F.  Wilcox.  The  Macmil- 

lan  Co. 
Preparing  for  Citizenship,  W.  B.  Guitteau.   Houghton 

Mifflin  Co. 
Representative  Cities  of  the  United  States,  Caroline  W. 

Hotchkiss.  Houghton  Mifflin  Co. 
"Public  Parks,'*  Sylvester  Baxter,  in  A  Civic  Reader  for 

New  Americans,  American  Book  Co. 


GRADE  IV:  TOWN  AND  CITY         145 
NEIGHBOR  MINEi 

FRANCES    GULICK   JEWETT 

There  are  barrels  in  the  hallways. 

Neighbor  mine; 
Pray  be  mindful  of  them  always. 

Neighbor  mine. 
If  you  're  not  devoid  of  feeling, 
Quickly  to  those  barrels  stealing. 
Throw  in  each  banana  peeling. 

Neighbor  mine! 

Look!  whene'er  you  drop  a  paper. 

Neighbor  mine, 
In  the  wind  it  cuts  a  caper. 

Neighbor  mine. 
Down  the  street  it  madly  courses. 
And  should  fill  you  with  remorses 
When  you  see  it  scares  the  horses. 

Neighbor  mine ! 

Paper-cans  were  made  for  papers. 

Neighbor  mine; 
Let 's  not  have  this  fact  escape  us. 

Neighbor  mine. 
And  if  you  will  lend  a  hand. 
Soon  our  city  dear  shall  stand 
As  the  cleanest  in  the  land. 

Neighbor  mine. 

t  From  Totm  €md  City.  Ginn  &  Co. 


146  A  COURSE  IN  CITIZENSHIP 

THE   THINGS   THAT   BELONG   TO   US   ALL » 

CHARLES   F.    DOLE 

A  great  many  things  in  our  town  belong  to  all  the 
people.  The  schoolhouses  with  their  desks  and  charts 
and  blackboards,  for  instance,  belong  to  the  people.  The 
fathers  and  mothers  and  older  brothers  of  the  children, 
and  often  men  and  women  who  have  no  children  of  their 
own,  have  paid  their  money  to  build  the  schoolhouses 
and  to  furnish  them.  They  have  sometimes  made  the 
schoolhouses  a  good  deal  better  than  their  own  homes. 
They  have  wished  to  make  the  children  happy  in  their 
schools. 

No  one  can  say  of  the  schoolhouse,  "It  belongs  to 
me,"  or  "It  is  mine."  The  richest  man  in  the  town  can- 
not say  this  any  more  than  the  poor  man.  But  the  poor 
man  as  well  as  the  rich  man  may  say,  "This  is  ours:  we 
own  it  together."  The  children  also  can  say,  "These 
schoolhouses  and  all  that  is  in  them  are  ours." 

The  schoolhouses  are  not  the  only  things  that  all  of 
us  own  in  common.  Perhaps  there  are  other  buildings 
which  belong  to  the  people.  In  a  large  town  there  may 
be  many  such  buildings;  such  as  the  police  stations,  the 
houses  for  the  fire-engines,  the  stables  for  the  horses  that 
draw  the  city  carts,  hospitals  for  the  sick,  homes  for 
orphan  boys  and  girls,  and  a  City  Hall  full  of  offices. 
Perhaps  some  can  think  of  other  buildings  which  belong 
to  the  people.  The  buildings  and  houses  owned  by  all  of 
us  in  common  are  called  public.  This  means  that  no  one 
can  ever  say,  "They  are  mine,"  but  all  can  say,  "They 
are  ours."  Whatever  is  public  is  for  every  one. 

To  whom  do  the  streets  belong?  To  whom  do  the  side- 
walks and  the  curbstones  and  the  street-lamps  belong? 

»  From  The  Ymtng  Citizen.   Copyright,  1899,  by  D.  C.  Heath  &  Co.    Used  by  per- 

mission. 


GRADE  IV:  TOWN  AND  CITY         147 

The  street  does  not  belong  only  to  the  man  who  lives 
on  it;  the  lamp-post  does  not  belong  only  to  the  man 
whose  door  is  lighted  by  the  lamp.  The  teamsters,  the 
errand-boys,  the  boys  and  girls  who  ride  their  bicycles  to 
their  playground,  the  people  who  live  on  the  other  side 
of  the  town,  own  the  street  as  much  as  the  men  who  live 
on  it.  Every  one  who  walks  out  in  the  evening  has  a 
share  in  all  the  street-lamps. 

Perhaps  there  is  a  Common,  a  Park,  or  a  Public 
Garden  in  town;  it  may  be  that  the  land  in  it  is  worth 
a  fortune;  it  may  cost  the  city  thousands  of  dollars 
every  year  to  keep  it  in  order.  But  no  man  is  so  rich 
as  to  say,  "It  is  mine.'*  Every  child  can  say,  "It  is 
ours." 

There  may  be  a  rule  that  no  one  shall  pick  the  flowers 
in  the  Public  Garden,  or  trample  the  grass. 

But  this  rule  is  not  to  keep  us  from  our  rights  in  the 
grass  and  the  flowers.  The  rule  is  made  in  order  to  give 
us  our  rights.  It  is  intended  to  secure  the  greatest  pleas- 
ure for  the  greatest  number  of  people.  Is  it  not  better 
and  fairer  to  give  all  of  us  an  equal  chance  to  see  the 
flowers,  than  to  let  a  few  pick  them  and  carry  them 
away.f^  The  person  who  takes  the  flowers  from  the 
Public  Garden  seems  to  say,  "The  flowers  are  mine," 
which  is  not  the  truth. 

No  one  has  a  right  to  carry  away  without  permission, 
and  much  less  to  injure,  what  belongs  to  us  all.  Is  it  not 
a  very  good  notice  which  is  said  to  be  put  up  in  the 
public  parks  of  Australia,  "  This  is  your  property:  there- 
fore do  not  destroy  it**  ? 


148  A  COURSE  IN  CITIZENSHIP 

DECEMBER:  PUBLIC  HEALTH  AND 
PUBLIC  CHARITY 

For  the  Teacher: 

THE  TROOP  OF  THE  GUARD  ^ 

HERMANN  HAGEDORN 

There's  trampling  of  hoofs  in  the  busy  street. 

There 's  clanking  of  sabers  on  floor  and  stair. 

There  *s  sound  of  restless,  hurrying  feet, 

Of  voices  that  whisper,  of  lips  that  entreat. 

Will  they  live,  will  they  die,  will  they  strive,  will  they 

dare? 
The  houses  are  garlanded,  flags  flutter  gay. 
For  a  Troop  of  the  Guard  rides  forth  to-day. 

The  dawn  is  upon  us,  the  pale  light  speeds 

To  the  zenith  with  glamour  and  golden  dart. 

On,  up!  Boot  and  saddle!  Give  spurs  to  your  steeds! 

There 's  a  city  beleaguered  that  cries  for  men's  deeds. 

With  the  pain  of  the  world  in  its  cavernous  heart. 

Ours  be  the  triumph!  Humanity  calls! 

Life's  not  a  dream  in  the  clover! 

On  to  the  walls,  on  to  the  walls, 

On  to  the  walls,  and  over! 

The  portals  are  open,  the  white  road  leads 
Through  thicket  and  garden,  o'er  stone  and  sod. 
On,  up!  Boot  and  saddle!  Give  spurs  to  your  steeds! 
There 's  a  city  beleaguered  that  cries  for  men's  deeds. 
For  the  faith  that  is  strength  and  the  love  that  is  God! 
On  through  the  dawning!  Humanity  calls! 
Life's  not  a  dream  in  the  clover! 

*  From  A  Troop  of  the  Ouard,  and  Other  Poemi.  Houghton  Mifflin  Co. 


GRADE  IV:  TOWN  AND  CITY         149 

On  to  the  walls,  on  to  the  walls. 
On  to  the  walls,  and  over! 

Suggestions  for  morning  talks 

The  importance  of  cleanliness.  Unwashed  people 
crowded  into  unclean  rooms,  breathing  impure  air  and 
drinking  impure  water,  are  more  likely  to  be  ill,  and 
to  spread  contagious  disease,  than  clean  people  in 
clean  rooms,  breathing  pure  air  and  drinking  pure 
water.  At  the  outset  the  boys  and  girls  in  the  fourth 
grade  may  or  may  not  realize  this  truth,  but  if  actual 
facts  of  the  death  rate  in  their  own  city  are  shown,  if 
the  nature  of  microbes  at  work  upon  water,  air,  and 
food  is  explained,  they  will  accept  the  facts,  and  bet- 
ter still,  carry  the  facts  into  their  homes  and  teach 
their  parents  these  things.  Vaccination,  tuberculosis, 
the  menace  of  flies  and  mosquitoes,  the  ravages  of 
epidemics,  the  subject  of  pure  food  inspection,  a  pure 
water  supply,  and  proper  sewerage,  can  be  explained 
with  the  assistance  of  simple  textbooks  on  the  work  of 
towns  and  cities  to  improve  sanitation  during  the  last 
twenty  years. 

Care  of  body:  hands;  face;  nails;  teeth;  baths,  hot  and 
cold;  sleep  in  fresh  air;  nourishing  food;  plenty  of 
exercise;  rest. 

Care  of  home:  house  clean;  refrigerators;  sinks;  bread 
jars;  dust;  fight  flies;  garbage. 

Care  of  health  in  'public  places:  expectoration;  inspection 
of  food,  milk  and  water;  housing  laws;  medical  inspec- 
tion at  school;  care  of  sick;  care  of  babies;  district 
nurses;  hospitals;  care  to  educate  immigrants;  danger 
of  tuberculosis;  stories  of  men  who  have  spent  their 
lives  or  sacrificed  their  lives  to  make  better  health 
conditions. 

/ 


150  A  COURSE  IN  CITIZENSHIP 

Questions:  How  do  you  know  when  one  of  your  play- 
mates has  scarlet  fever?  Why  do  they  post  quaran- 
tine cards?  Why  are  the  school  books  not  allowed  to 
go  into  children's  homes?  Why  are  street  cars  fumi- 
gated every  day?  Why  are  milk  stations  being  estab- 
lished everywhere?  What  is  "certified  milk'*?  Why 
does  the  School  Department  cooperate  with  the 
Board  of  Health,  and  add  school  physicians  to  the 
corps  of  teachers?  In  your  school  do  you  have  a 
visiting  nurse?  Why  do  damp  cellars,  overcrowded 
houses,  and  untidy  workshops  prove  dangerous  cen- 
ters? When  sickness  or  old  age,  or  loss  of  work,  or 
loss  of  health  has  made  a  person  dependent  what  does 
the  Board  of  Charity  do  to  help  him?  In  some  cities 
the  members  of  the  Board  of  Charity  are  called 
Overseers  of  the  Poor.  Does  every  one  who  is  poor 
need  to  be  sent  to  an  institution?  Did  you  ever  visit  a 
poor  farm  or  city  hospital?  What  do  orphan  asylums 
do  for  little  children?  Are  there  any  schools  in  your 
neighborhood  for  the  blind  or  crippled?  What  charity 
societies  do  you  know  about?  How  much  do  you  do 
to  help  take  care  of  the  poor?  Would  a  Christmas  tree 
for  little  children  who  will  not  have  Christmas  trees 
at  home  give  happiness  to  those  less  well  off  than  you? 
Did  you  ever  think  how  pleasant  it  would  be  if  you 
were  a  poor  crippled  child  who  had  to  live  in  a  tene- 
ment room  away  from  other  children,  to  receive  let- 
ters from  little  children  at  school  ? 

Reading  for  the  children 

"Cleanliness,"  Charles  and  Mary  Lamb,  in  The  Posy 
Ring,  edited  by  Kate  Douglas  Wiggin  and  Nora  A. 
Smith.  Doubleday,  Page  &  Co. 


GRADE  IV:  TOWN  AND  CITY         151 

Town  and  City,  and  Good  Health.  Frances  Gulick  Jewett, 

Gulick  Hygiene  Series.    Ginn  &  Co. 
The  Child's  Day,  Woods  Hutchinson   Health  Series. 

Houghton  Mifflin  Co. 

Reading  for  the  teacher 

Life  of  Pasteur,  chaps,  x,  xiii,  Rene  Vallery  Radot. 

Doubleday,  Page  &  Co. 
Good  Citizenshipy   Richman   and   Wallach.    American 

Book  Company. 
Children  of  the  Tenements,  Jacob  A.  Riis.     The  Mac- 

millan  Company. 
Handbook  of  Health,  Woods  Hutchinson.    Houghton 

Mifflin  Co. 

AN  OVERSEER  OF  THE  POOR  STORY  ^ 

MABEL  HILL 

Every  evening  Miss  Abbott  bought  the  "Evening 
Sun"  from  a  newsboy.  One  day  she  found  out  that  it 
was  not  a  boy  at  all,  but  a  small  girl  of  fourteen  named 
Maggie  Connors  who  wore  a  short  skirt,  a  boy's  over- 
coat, a  boy's  cap,  and  boy's  boots.  When  Miss  Abbott 
talked  with  Maggie  about  her  home,  she  learned  that 
Maggie's  younger  sister,  Annie,  was  in  her  school.  These 
two  little  girls  had  a  baby  sister  and  lived  together  in 
one  room.  Maggie's  mother  and  father  had  both  died; 
many  of  the  household  goods  had  to  be  sold  to  pay  bills, 
and  Maggie  had  to  go  to  work  at  once.  During  the  day 
she  stayed  with  the  baby  sister,  and  did  the  little  house- 
work that  had  to  be  done.  After  Annie  came  home  from 
school,  Maggie  sold  papers.  In  the  evening,  after  she 
had  put  the  children  to  bed,  she  washed  dishes  in  a 
restaurant  till  twelve  o'clock. 

1  Abridged  from  LeMontfor  Junior  Citizena.  Gin^  &  Co. 


152  A  COURSE  IN  CITIZENSHIP 

"We  have  not  had  so  fierce  an  ice-storm  for  five  years 
as  this  one,  have  we,  father?"  asked  Miss  Abbott  at 
supper. 

"I  hope  no  one  is  suffering,"  said  her  father.  "Last 
night  and  to-night,  when  I  bought  my  paper  your  little 
girl  was  not  at  the  Square." 

"Oh,  father,  her  little  sister  Annie  was  absent  last 
Friday;  she  was  ill,  one  of  the  children  told  me.  Those 
little  girls  may  be  in  trouble.  What  can  I  do?" 

Mr.  Abbott  was  one  of  the  Overseers  of  the  Poor. 
"Why  not  telephone  to  John  Towers,  the  policeman  in 
that  ward?  "  he  said.  John  was  sent  to  look  up  the  chil- 
dren and  then  he  telephoned  Miss  Abbott.  It  was  a  sad 
story  he  had  to  tell.  Mr.  Abbott  and  his  daughter  drove 
rapidly  to  Carr  Street,  where  Towers  was  awaiting  them. 

The  younger  sister  had  been  ill  with  a  feverish  cold; 
the  baby  had  croup;  and  the  little  money  which  Maggie 
had  stored  away  for  such  misfortunes  was  quickly  spent 
by  the  poor  child  because  she  was  unable  to  do  her 
regular  night  work.  The  children  had  nothing  to  eat  but 
bread  and  milk  for  three  days  and  now  that  her  money 
was  gone,  though  she  could  get  stale  bread  for  almost 
nothing,  the  milkman  said,  "  I  can't  trust  you.  You  look 
too  young  for  steady  work  or  steady  pay."  Maggie  was 
too  proud  to  ask  help  of  strangers,  but  she  knew  that  the 
City  Government  never  meant  to  let  poor  people  suffer 
from  want,  and  on  the  afternoon  of  the  ice  storm  she 
started  for  the  City  Hall,  believing  that  the  Overseers  of 
the  Poor  would  help  her. 

On  her  way  she  fell  on  the  glaring  ice;  on  rising  there 
was  such  pain  in  her  ankle  that  she  dared  not  keep  on. 
She  turned  back  into  the  alley  and  climbed  the  three 
flights  of  stairs.  Cold,  hungry,  and  sick  as  they  were, 
the  little  girls  had  gone  to  bed  in  order  to  keep  warm. 
Policeman  Towers  had  to  knock  many  times  and  very 
loud,  for  they  were  sleeping  heavily  after  long  hours  of 


GRADE  IV:  TOWN  AND  CITY         153 

hunger  and  cold  and  weeping.  Towers  built  a  fire  and 
got  food. 

"  Oh,  Miss  Abbott,  how  good  of  you  to  come  and  see 
us,"  Maggie  cried  when  she  saw  the  teacher,  and  she 
tried  to  limp  forward.  The  city  doctor  and  the  district 
nurse  came  almost  immediately  and  the  children  were 
made  comfortable.  As  an  Overseer  of  the  Poor  Mr. 
Abbott  realized  that  these  children  must  be  cared  for; 
that  the  brave  little  girl  trying  to  support  her  sisters 
would  need  aid  for  some  time. 

"What  are  you  going  to  do  about  these  children, 
father,"  his  daughter  asked.  **  It  seems  cruel  to  separate 
them,  and  yet  they  cannot  stay  here.  The  doctor  says 
Maggie's  ankle  won't  be  strong  for  six  weeks." 

"I  hate  to  send  them  to  the  city  farm,"  Mr.  Abbott 
answered;  "they  certainly  can't  stay  here,  even  with  aid 
from  our  outside  department." 

"But  father,  why  not  let  me  apply  to  the  Associated 
Charities  in  this  work.^*  Julia  Swan  told  me  yesterday  of 
a  poor  woman  who  might  help.  Her  husband  has  died 
and  she  wishes  to  earn  something  by  taking  children 
into  her  home.  The  city  could  pay  the  woman  for  taking 
care  of  these  poor  little  girls,  and  the  Associated  Chari- 
ties could  be  responsible  for  their  welfare.  Then,  as  soon 
as  Maggie  is  strong  again,  we  can  help  her  to  learn  a 
trade." 

Six  months  later  Maggie  was  no  longer  selling  papers 
on  the  street  or  working  in  a  midnight  restaurant.  In- 
stead she  was  learning  a  trade  while  she,  Annie,  and  the 
baby  boarded  with  the  woman  who  was  being  assisted 
by  the  Associated  Charities'  organization.  Maggie 
keenly  realized  her  indebtedness  to  the  city  government 
through  the  Overseers  of  the  Poor  and  to  the  members  of 
the  Board  of  Charities  who  had  also  taken  an  interest  in 
her  case.  She  had  learned  by  her  experience  of  the  great 
work  done  by  these  organizations.  Best  of  all  she  was 


154  A  COURSE  IN  CITIZENSHIP 

forgetting  the  sad  and  unhappy  times  of  the  past.  There 
was  one  thing  she  would  never  forget,  however  —  the 
kindness  of  Mr.  Abbott  and  of  Annie's  teacher,  who  had 
helped  to  keep  her  little  family  together. 


JANUARY:  FIRE  AND  POLICE 
DEPARTMENT 

For  the  Teacher: 

DUTY 

WILLIAM  WORDSWORTH 

The  poet's  introduction  to  the  Ode  from  which  these  stanzas  are 
taken  includes  this  sentence:  "We  should  be  rigorous  to  ourselves 
and  forbearing,  if  not  indulgent,  to  others,  and,  if  we  make  compari- 
sons at  all,  it  ought  to  be  with  those  who  have  morally  excelled  us.'* 

Stern  Daughter  of  the  Voice  of  God! 

0  Duty!  if  that  name  thou  love 
Who  art  a  light  to  guide,  a  rod 
To  check  the  erring,  and  reprove; 
Thou,  who  art  victory  and  law 
When  empty  terrors  overawe; 
From  vain  temptations  dost  set  free; 

And  calm'st  the  weary  strife  of  frail  humanity! 

To  humbler  functions,  awful  Power! 

1  call  thee:  I  myself  commend 
Unto  thy  guidance  from  this  hour; 
Oh,  let  my  weakness  have  an  end! 
Give  unto  me,  made  lowly  wise. 
The  spirit  of  self-sacrifice; 

The  confidence  of  reason  give; 

And  in  the  light  of  truth  thy  Bondman  let  me  Hve! 


GRADE  IV:  TOWN  AND  CITY         155 

Suggestions  for  morning  talks 

The  dramatic  action  of  the  street  and  fire  department 
appeals  to  children.  They  love  to  tell  stories  from 
their  own  experience  of  these  men  who  are  our  pro- 
tectors. The  following  suggestions  have  been  gath- 
ered from  children  of  the  public  schools. 

How  the  children  can  help.  Be  careful  when  you  make 
fires.  Don't  play  with  matches  or  lamps.  Keep  kero- 
sene and  gasoline  away  from  stoves.  Notify  inmates 
of  a  house  in  case  of  smoke  or  fire.  Notify  the  depart- 
ment of  fire  and  direct  them  to  it.  Don't  ring  in  false 
alarms  or  get  in  the  way  of  firemen  at  fires.  Put  out 
all  camp-fires  in  the  woods.  Be  sure  your  match  is  out 
before  you  throw  it  away.  Build  a  camp-fire  only  as 
large  as  is  absolutely  necessary.  Build  a  camp-fire 
among  stones  or  in  the  sand,  not  against  a  log  or  a 
tree;  build  a  small  one  where  you  can  scrape  away  the 
needles,  leaves  or  grass  from  all  sides  of  it.  Don't 
build  bonfires;  the  wind  may  come  up  at  any  time 
and  start  up  a  fire  that  you  cannot  control.  If  you 
discover  a  fire  in  the  woods  get  word  at  once  to  the 
nearest  State  Fire  Warden,  Forest  Officer,  or  Fire 
Commissioner. 

Give  incidents  in  the  life  of  firemen:  Their  daily  routine. 
Their  dress,  off  duty,  on  duty.  A  look  into  the  engine 
house,  beauty  of  engine,  intelligence  of  horses. 
Sounding  an  alarm,  effects  in  station  by  day,  by  night. 
The  procession  to  the  fire,  district  chief,  engine,  hose 
carriage,  hook  and  ladder.  Apparatus,  the  ladders, 
the  life  net,  etc.  How  to  put  out  a  fire.  Firemen's 
great  responsibility.  Heroic  rescues.  Read:  "Fight- 
ing a  Fire,"  Charles  T.  Hill  (Century  Co.),  and  "The 


156  A  COURSE  IN  CITIZENSHIP 

Fireman,"  in  Careers  of  Danger  and  Daring,  Cleve- 
land Moffat  (Century  Co.). 

Practical  advice.  If  your  house  is  on  fire,  what  is  the 
first  thing  to  do?  Shout,  "Fire,"  and  rush  to  the  near- 
est alarm  box.  Where  is  the  fire-alarm  box  nearest  to 
your  house?  How  do  you  ring  in  the  alarm?  What  is 
your  number?  What  is  the  next  step?  Wait  at  the 
box  to  tell  the  firemen  where  the  fire  is.  Then  re- 
turn to  the  house  to  help  save  property  or  fight  the 
fire. 

What  should  be  saved  first?  The  living  beings  in  the 
house  —  baby,  grandmother,  the  dog,  cat,  and 
canary.  What  next?  Money,  valuable  papers.  What 
next?  Pictures,  furniture,  souvenirs  dear  from  asso- 
ciations. What  next?  Clothing.  Read:  "Partners," 
James  Baldwin,  in  An  American  Book  of  Golden 
Deeds.   (American  Book  Co.) 

Suppose  you  found  yourself  in  a  room  filled  with  smoke, 
what  is  best  to  do?  Wrap  your  head  in  a  wet  blanket, 
get  down  on  the  floor  and  creep  to  the  door.  There  is  a 
current  of  air  near  the  ground.  Suppose  you  are  at  a 
window  in  the  third  story  of  a  burning  house.  A  lad- 
der is  being  slowly  raised  to  your  window.  Which  is 
better,  to  wait  for  the  ladder  or  to  jump? 

The  Police:  What  does  the  policeman  do  for  us? 
Could  we  get  along  without  the  policeman?  What 
does  he  carry  in  his  hand?  What  does  the  policeman 
do  with  thieves?  What  happens  to  a  man  if  he  is 
guilty?  What  must  a  man  buy  who  wants  to  sell 
fruit?  What  will  happen  to  him  if  he  does  not  buy  it? 
Who  listens  to  the  charge  against  the  prisoners?  Who 
says  what  the  punishment  will  be? 


GRADE  IV:  TOWN  AND  CITY         157 

Reading  for  the  children 

"Who  Will  Tell  Me  Where  Is  Conrad?"  WUl  Carleton, 
City  Ballads.   Harper  &  Bros. 

"The  Hero  of  the  Furnace  Room,"  Jacob  A.  Riis,  Chil- 
dren of  the  Tenements.  The  Macmillan  Co. 

"  Jim  Bludso,"  in  Poems y  John  Hay.  Houghton  Mifflin 
Co. 

**  Dolly  Madison,"  in  American  Hero  Stories,  Eva  March 
Tappan.  Houghton  Mifflin  Co. 

"The  Fireman,"  in  Careers  of  Danger  and  Daring,  Cleve- 
land Moffat.  Century  Co. 

Reading  for  the  teacher 

Town  and  City,  Frances  Gulick  Jewett,  Gulick  Hygiene 

Series.  Ginn  &  Co. 
Good  Citizenship,   Richman  and    Wallach.    American 

Book  Co. 
Children  of  the  Tenements,  Jacob  A.  Riis. 

OUR  PUBLIC  SAFETY  1 

MEYER  BLOOMFtELD 

When  you  see  the  blue  uniform  of  a  police  officer  or  a 
fireman,  you  know  that  our  city  has  taken  good  care  to 
make  life  and  property  as  safe  as  they  can  possibly  be 
made.  It  is  in  order  to  safeguard  the  interests  of  every 
man,  woman,  and  child  in  the  city,  that  we  have  the 
Police  and  Fire  Departments. 

There  are  policemen  patrolling  the  streets  every 
hour  of  the  day  and  night.  They  try  the  doors  of  houses 
and  stores  at  night  to  see  if  they  are  locked;  they  keep 

*  From  Civic  Reader  for  New  Americans.  Copyright,  1908,  by  Meyer  Bloomfield. 
By  arrangement  with  the  American  Book  Company,  Publishers. 


158  A  COURSE  IN  CITIZENSHIP 

their  eyes  open  for  any  wrong-doing,  and  they  must  be 
ever  on  the  alert  for  any  cry  or  sudden  call  for  their  serv- 
ices. In  truth,  they  are  peace  officers.  Their  chief  work 
is  not  so  much  to  arrest  law-breakers  or  those  who  dis- 
turb people,  but  rather  to  prevent  trouble,  so  far  as  they 
can,  and  keep  people  from  interfering  with  one  another. 
Theirs  is  the  difficult  task  of  making  it  as  easy  and  as 
safe  as  can  be  for  many  thousands  of  people  from  all 
over  the  world  to  work  and  live  and  get  their  pleasures  in 
great  numbers. 

Such  work  cannot  be  easy.  The  officers  must  be 
ready  at  all  hours  of  the  day  and  night  to  be  called  out 
for  extra  work.  Often  they  must  go  without  sleep  and 
be  on  their  feet  for  many  hours.  Sometimes  the  police 
officer  risks  his  life  —  indeed,  many  an  officer  has  lost 
his  life  —  in  trying  to  rescue  people  or  defend  their 
interests.  They  must  be  brave  men  to  do  police  work 
well. 

On  the  street  the  policeman  has  verj^  many  things  to 
look  out  for.  In  case  of  an  accident  or  a  fire  he  runs  to 
the  nearest  telephone  to  call  for  an  ambulance  from  the 
hospital,  or  to  the  nearest  fire  box  to  summon  the  fire- 
men and  their  engines.  He  must  know  what  to  do  when 
there  is  sudden  public  excitement.  He  can  direct  stran- 
gers who  ask  questions  as  to  certain  streets,  stores,  or 
how  to  get  to  certain  places.  He  is  on  the  lookout  for 
lost  children,  and  directs  homeless  wayfarers  at  night  to 
the  city  lodging-house  and  wood-yard.  To  see  a  big 
policeman  helping  a  child  across  a  street  noisy  with 
heavy  wagons  and  electric  cars  is  always  a  pleasing 
sight.  The  police  officers  who  are  placed  at  busy  street 
crossings  have  no  easy  work  to  do.  The  officer,  too, 
often  has  to  remind  parents  of  dangers  that  children 
are  running  into,  or  of  bad  company  that  they  have 
fallen  in  with. 

Now  men  who  have  such  hard  and  very  often  danger- 


GRADE  IV:  TOWN  AND  CITY         159 

ous  work  to  do,  work  so  vital  and  important  to  every 
person,  deserve  the  hearty  help  of  all  right-thinking 
people.  It  is  a  law,  therefore,  that  whenever  a  police 
officer  is  in  distress  while  trying  to  do  his  duty,  he  shall 
have  the  right  to  call  upon  any  persons  he  sees  for  aid. 
If  such  persons  should  refuse  to  assist  they  may  be 
arrested. 

Like  the  policeman,  the  fireman's  chief  business  is  to 
act  when  danger  threatens  the  life  and  belongings  of  any 
person.  Before  they  are  made  firemen  the  men  must  go 
to  a  school  where  they  learn  the  many  things  that  make 
skill,  courage  and  ability  in  fighting  fires.  If  they  do  not 
show  the  strength  and  the  power  that  the  city  asks  of  its 
firemen  they  are  not  put  on  the  fire  force. 

The  head  of  the  Fire  Department  is  the  Fire  Commis- 
sioner. His  men  are  divided  among  the  engine  com- 
panies, ladder  companies,  fire-alarm  service,  the  repair 
shops,  the  water  towers,  which  shoot  up  streams  of 
water  into  the  topmost  stories  of  our  high  office  build- 
ings, and  the  tow  fire-boats  which  serve  the  water  front 
of  our  city.  Every  part  of  the  city  is  protected  by  some 
company  of  firemen. 

The  fire-houses  are  as  clean  as  soap  and  water  and  the 
hard  work  of  the  men  can  possibly  make  them.  It  is  a 
pleasure  to  look  into  one  of  these  houses  and  see  what 
system,  good  order,  and  attention  to  duty  can  do.  The 
men  sleep  in  the  fire-houses  so  as  to  be  ready  in  a  very 
few  seconds  to  rush  out  with  their  horses  and  engines  to  a 
fire.  A  very  few  seconds  will  make  a  great  difference  in  a 
fire. 

Besides  the  saving  of  lives  at  fires  and  the  fighting  of 
flames,  firemen  visit  the  buildings  of  their  neighborhood 
to  see  what  special  dangers  such  buildings  might  present 
in  the  event  of  a  fire.  One  of  the  very  worst  dangers  the 
firemen  meet  with  is  the  fire-escape  loaded  with  boxes, 
pots  and  bedding.  Many  a  life  has  been  lost  because  of 


160  A  COURSE  IN  CITIZENSHIP 

a  blocked  fire-escape.  A  fire  in  a  crowded  part  of  the 
city  is  a  very  serious  matter,  and  it  is  the  duty  of  every- 
body to  use  great  care  in  handling  matches,  oil  stoves, 
and  other  things  that  may  set  fire  to  a  house. 

Men  whose  work  calls  for  so  much  that  is  good  are 
very  naturally  looked  up  to  as  heroes  by  the  public 
whom  they  serve,  and  this  is  right.  But  this  fact,  too, 
should  be  borne  in  mind,  that  all  those  who  serve  the 
city  the  best  way  they  know  how,  whether  it  be  in  the 
cleaning  of  a  street  at  night  or  in  building  its  bridges,  are 
worthy  of  public  esteem. 


FEBRUARY:  OBEDIENCE  TO 
COMMUNITY  LAWS 

For  the  Teacher: 

DUTY» 

GEORGE  MACDONALD 

Open  thy  door  straightway,  and  get  thee  hence; 
Go  forth  into  the  tumult  and  the  shout; 
Work,  love,  with  workers,  lovers,  all  about; 
Of  noise  alone  is  born  the  inward  sense 
Of  silence;  and  from  action  springs  alone 

The  inward  knowledge  of  true  love  and  faith. 

Suggestions  for  morning  talks 

Closely  connected  with  our  protection  of  property  is  the 
matter  of  obedience  to  laws  made  for  the  common 
good.  As  soon  as  boys  and  girls  realize  that  laws  are 
made  to  protect  themselves  as  well  as  other  people, 

i  From  A  Sonnet  Sequence. 


GRADE  IV:  TOWN  AND  CITY         161 

they  will  begin  to  obey.  There  are  many  laws  which 
even  children  should  know  about,  the  trespass  law, 
bird  laws,  speeding  in  automobiles,  riding  bicycles  on 
the  sidewalk,  as  well  as  school  laws. 
Boys  may  join  the  Boy  Scouts  of  America;  girls  may 
like  to  become  members  of  the  Campfire  Movement. 
Or  again,  these  children  will  catch  the  spirit  of  organi- 
zation by  forming  a  civic  league,  or  civic  club.  In 
New  York  City,  the  civic  club  pledge  reads:  "We  who 
are  soon  to  be  citizens  of  New  York,  the  largest  city 
on  the  American  continent,  desire  to  have  her  possess 
a  name  that  is  above  reproach.  We  therefore  agree  to 
refrain  from  littering  her  streets,  and  as  far  as  possible 
prevent  others  from  doing  so,  in  order  that  our  city 
may  be  as  clean  as  she  is  great,  and  as  pure  as  she  is 
free."  In  the  city  of  Lowell  the  Bartlett  School  pledge 
reads  as  foUows:  "I  will  not  injure  any  tree,  shrub  or 
lawn.  I  promise  not  to  spit  upon  the  floor  of  the 
schoolhouse,  nor  upon  the  sidewalk.  I  pledge  myself 
not  to  deface  any  fence  or  building,  neither  will  I 
scatter  paper,  nor  throw  rubbish  in  public  places.  I 
will  always  protect  birds  and  other  animals.  I  will 
protect  the  property  of  others  as  I  would  my  own.  I 
will  promise  to  be  a  true,  loyal  citizen." 

Reading  for  the  children 

Town  and  City,  Frances  Gulick  Jewett,  Gulick  Hygiene 

Series.  Ginn  &  Co. 
Good  Citizenship^  Richman  and  Wallach. 
The  Young  Citizen,  Charles  F.  Dole.   D.  C.  Heath  &  Co. 
Lessons  for  Junior  Citizens,  Mabel  Hill.  Ginn  &  Co. 


162  A  COURSE  IN  CITIZENSHIP 

Reading  for  the  teacher 

Actual  Government,  Albert  B.  Hart.    Longmans,  Green 

&Co. 
Government  and  the  Citizen,  Roscoe  L.  Ashley.    The 

Macmillan  Co. 
Rights  and  Duties  of  American  Citizenship,  W.  W.  Wil- 

loughby.    American  Book  Co. 
The  Community  and  the  Citizen,  Arthur  W.  Dunn.      D. 

C.  Heath  &  Co. 
Training  for  Citizenship,  J.  W.  Smith.  Longmans,  Green 

&  Co. 
Government  and  Politics  in  the  United  States,  William  B. 

Guitteau.  Houghton  Mifflin  Co. 
Preparing  for  Citizenship,  William  B.  Guitteau.  Hough- 
ton Mifflin  Co. 

THE  UNITED  STATES  BOY  SCOUT  ^ 

The  Boy  Scout  idea  has  taken  young  America  by 
storm.  To-day  over  two  hundred  thousand  boys 
throughout  the  United  States  have  taken  the  oath  and 
subscribed  to  the  Scout  law.  Within  a  year  fully  a  mil- 
lion boys  will  be  enrolled.  Boys'  Clubs,  Sunday  Schools, 
Churches  —  in  fact,  any  boys'  club  or  set  of  boys  may 
take  up  the  movement  and  join  the  National  American 
Organization  at  once. 

Its  purpose  is  to  inculcate  in  the  American  boy  a 
spirit  of  loyalty  and  obedience  to  the  Government,  to 
his  parents,  and  to  his  superiors,  and  by  training  him 
morally,  mentally,  and  physically,  to  equip  him  to  per- 
form the  duties  and  obligations  of  citizenship  in  the  most 
desirable  manner. 

*  From  How  to  Become  an  American  Boy  Scout.    By  permission  of  The  United 
States  Boy  Scout,  68  William  St.,  New  York. 


GRADE  IV:  TOWN  AND  CITY  163 

The  scout  is  expected  to  stick  to  his  parents,  to  his 
superiors,  to  his  employers,  and  to  his  country  through 
thick  and  thin.  He  must  be  prepared  at  any  time  to 
save  human  life  and  to  help  others.  Cigarette  smoking 
and  drinking  of  intoxicants  is,  of  course,  prohibited. 

The  boy*s  training  is  varied  and  covers  a  wide  range. 
Such  subjects  as  woodcraft  and  campaigning,  which  will 
be  popular  with  every  real  boy,  are  taken  up  thoroughly. 

Boys  are  sent  to  the  woods  and  forests  to  learn  the 
secrets  of  nature.  Animals'  foot-tracks  will  be  followed  up 
and  studied.  The  different  kinds  of  animals  will  be  ob- 
served in  their  natural  state.  The  Scout  will  learn  which 
are  the  best  wild  fruits,  roots  and  plants  for  food,  so 
that  in  emergency  he  can  sustain  himself. 

The  fact  of  being  an  American  Boy  Scout  does  not 
entitle  you  to  trespass.  When  leave  is  given  you  to 
scout  over  private  property,  you  should  be  particularly 
careful  to  avoid  damaging  fences  or  crops,  to  close  all 
gates  after  you,  and  not  to  frighten  animals  or  game. 

Every  boy  will  know  how  to  saddle  and  harness  a 
horse,  to  put  up  a  tent,  to  lay  a  fire,  to  construct  bridges 
and  rafts,  to  swim,  to  ride  a  wheel,  to  ride  a  horse,  to 
row,  to  understand  various  signal  systems,  to  interpret 
weather  indications,  to  save  human  life,  to  master  wire- 
less telegraphy,  etc. 

All  these  things  will  not  be  accomplished  at  once,  but 
provision  is  being  made  to  develop  the  boys  along  every 
possible  line,  not  only  for  their  own  good,  but  for  the 
good  of  the  country,  and  to  have  them  understand  and 
know  everything  that  the  veteran  campaigner  has 
learned  by  bitter  experience. 

This  is  the  Scout  Oath: 
On  my  honor  I  promise  that  I  will  do  my  best: 
To  do  my  duty  to  God  and  my  Country; 
To  help  other  people  at  all  times; 
To  obey  the  scout  law. 


164  A  COURSE  IN  CITIZENSHIP 

And  this  is  the  Scout  Law: 

A  Scout's  honor  is  to  be  trusted. 

A  Scout  is  loyal. 

A  Scout's  duty  is  to  be  useful  and  to  help  others. 

A  Scout  is  a  friend  to  all,  and  a  brother  to  every  other 
Scout,  no  matter  to  what  social  class  the  other  belongs. 

A  Scout  is  the  protector  of  girls  and  women  at  all 
times  —  and  he  holds  this  a  sacred  duty. 

A  Scout  is  courteous. 

A  Scout  is  a  friend  to  animals. 

A  Scout  obeys  orders. 

A  Scout  smiles  under  all  circumstances. 

A  Scout  is  thrifty. 

The  Scout's  motto  is  "Semper  Paratus'*  —  always 
prepared. 

MARCH:  LOYALTY  TO  PUBLIC 
OFFICIALS 

For  the  Teacher: 

EACH  IN  ALL 

G.    A.    SALA 

The  highest  is  not  to  despise  the  lowest,  nor  the  lowest 
to  envy  the  highest;  each  must  live  in  all  and  by  all.  So 
God  has  ordered  that  men,  being  in  need  of  each  other, 
should  need  to  love  each  other,  and  bear  each  other's 
burdens. 

Suggestions  for  morning  talks 

Who  are  some  of  the  officials  that  you  know  best?  What 
officials  do  you  hear  about,  but  seldom  or  never  see? 
How  can  you  show  loyalty  to  them?    What  does 


GRADE  IV:  TOWN  AND  CITY         165 

loyalty  mean?  Have  you  ever  been  loyal  to  the  Police 
Department  by  helping  policemen  in  any  way  what- 
ever? How  could  you  be  of  any  possible  help  to  the 
mayor  or  to  the  aldermen,  or  to  the  selectmen?  Boys 
are  expected  to  lift  their  hats  to  the  superintendent  of 
schools;  is  this  a  mark  of  respect?  What  other  respect 
and  loyalty  can  you  show  him  as  he  comes  and  goes 
into  your  school?  In  what  way  is  the  gas  man  a  public 
oflScial?  the  street  sweeper?  the  man  who  looks  after 
the  hydrant?  the  messenger  boy  from  the  telegraph 
office?  the  postman?  the  parcel  postman?  Would  it  be 
disloyalty  if  having  asked  the  postman  to  stamp  letters 
for  you  at  the  post  office  you  left  him  waiting  at  the 
door  in  order  to  find  money  in  your  purse?  If  he 
waited,  would  he  be  loyal  to  his  official  position?  Think 
of  examples  of  disloyalty  which  might  occur  every 
day  among  boys  and  girls  if  the  officials  themselves 
allowed  children  to  be  selfish  in  asking  favors  of  them. 
How  can  children  help  the  growth  of  loyalty?  By  know- 
ing who  the  officials  are,  and  why  they  were  chosen 
to  serve  the  public,  by  knowing  what  their  public 
duties  are,  and  by  helping  them  carry  out  those  duties. 

THE  PUBLIC  GOOD^ 

CHARLES    F.    DOLE 

A  true  American  citizen  is  known  by  his  regard  for  the 
public  good.  If  he  does  not  care  for  the  public  good,  he 
may  be  worth  a  million  dollars  and  he  may  have  a 
superb  college  education,  but  he  is  not  fit  to  be  called  an 
American  citizen.  If  he  does  care  for  the  public  good,  if 
he  can  be  depended  upon  every  time  to  act  and  speak 
and  cast  his  vote  as  will  best  serve  and  help  the  people 

»  From  Talk*  on  Citizenthip.  The  Patriotic  League.  N.Y. 


166  A  COURSE  IN  CITIZENSHIP 

of  these  United  States,  he  may  not  own  a  house  to 
shelter  him,  he  may  be  the  son  of  an  emigrant  from 
Ireland  or  Italy  or  Russia,  he  may  be  barely  able  to  read 
and  write,  yet  if  he  loves  our  country  and  her  liberties 
and  stands  for  justice,  he  is  the  kind  of  citizen  who  will 
help  make  the  land  safe  and  strong. 

Reading  for  the  teacher 

The  Community  and  the  Citizen,  Arthur  W.  Dunn.  D.  C. 
Heath  &  Co. 

Town  and  City,  Frances  Gulick  Jewett.  Gulick  Hygiene 
Series.     Ginn  &  Co. 

The  Young  Citizen,  Charles  F.  Dole.  D.  C.  Heath  &  Co. 

Good  Citizenship,  Richman  and  Wallach.  American 
Book  Co. 

The  Rights  and  Duties  of  American  Citizenship,  W.  W. 
Willoughby.    American  Book  Co. 

Actual  Government,  Albert  B.  Hart.  Longmans,  Green 
&Co. 

Government  and  Politics  in  the  United  States,  and  Pre- 
paring for  Citizenship,  William  B.  Guitteau.  Hough- 
ton Mifflin  Co. 

"The  Better  Way,"  Susan  Coolidge,  in  A  Few  More 
Verses.    Roberts  Brothers. 

A  BOARD  OF  HEALTH  STORY  * 

MABEL   HILL 

"Why,  I  didn't  know  that  milk  carried  sickness 
unless  it  was  sour,"  said  Bob. 

"  Oh,  yes,"  Frank  went  on.  "  Father  had  great  luck  in 
hunting  down  the  scarlet  fever  scare  over  in  the  Dowd 
Street  district.  The  board  had  made  a  map  of  the  city 

>  Abridged  from  Le$ton»/or  Junior  CUizetu.  Gion  &  Co. 


GRADE  IV:  TOWN  AND  CITY         167 

on  which  there  was  a  little  red  dot  for  every  case  re- 
ported. I  wish  you  could  see  that  map.  It  is  so  interest- 
ing. But  the  more  dots  there  were,  the  more  puzzled 
grew  the  members  of  the  board.  The  milkmen  who 
supplied  most  of  the  houses  that  were  marked  on  the 
map  with  the  red  dots  said  their  milk  was  all  right.  So 
father  had  the  inspector  visit  the  farms  from  which  the 
milkmen  got  their  supplies.  Sure  enough,  every  farm 
was  in  good  condition  and  all  the  farm  people  were 
clean,  healthy-looking  men  and  boys;  but  one  of  the 
milkmen  on  one  farm  he  forgot  to  mention.  When  my 
father  heard  of  that  he  took  the  inspector  of  contagious 
diseases  and  went  out  to  that  farm.  There  he  found 
a  house  where  a  woman  and  two  children  were  just 
recovering  from  scarlet  fever." 

"Well,  Frank,"  interrupted  Bob,  with  eyes  wide 
open,  "did  the  cows  catch  scarlet  fever  from  them?" 

"No.  The  whole  trouble  came  from  the  fact  that  one 
of  the  men,  who  had  had  a  light  case  of  the  fever  and  did 
not  know  it,  had  helped  wash  the  milk  cans,  and  the 
scales  from  his  hands  probably  fell  into  the  milk.  Just 
that  carelessness  and  ignorance  brought  about  all  the 
sickness  and  death.  Have  you  ever  been  into  the  city 
laboratory.?" 

"No,  but  I  wish  I  might  go." 

"The  milk  department  now  has  a  separate  laboratory 
for  milk  analysis.  Then  there  is  another  room  in  which 
no  work  is  done  except  that  of  testing  the  water  and  ice. 
Just  think !  They  are  so  careful,  that  the  big  laboratory 
is  separated  from  the  little  ones  so  that  there  shall  be 
no  possibility  of  mistake  in  the  work.  I  like  to  look 
through  the  microscopes  and  examine  the  microbe  cul- 
tures. The  inspectors  analyze  groceries  and  all  kinds  of 
food  supplies,  such  as  flour,  vinegar,  baking  powder,  and 
even  sugar.  I  can*t  remember  just  how  many  pounds  a 
week  the  meat  inspectors  have  condemned  during  this 


168  A  COURSE  IN  CITIZENSHIP 

year  as  unfit  for  food,  but  I  think  it  was  over  fifty  thou- 
sand, and  that  is  a  great  deal  for  a  city  of  this  size.  Of 
course  I  don't  know  all  the  departments  under  the  care 
of  the  Board  of  Health,  but  there  must  be  a  great  deal  of 
work  for  the  medical  inspectors.  Why,  think  of  the  care 
of  such  men  just  in  relation  to  school  children !  When  a 
contagious  disease  is  reported  to  the  health  department 
the  case  is  assigned  immediately  to  one  of  the  inspectors. 
This  inspector  has  to  go  to  the  house  of  the  sick  child 
and  learn  how  many  children  there  are  in  the  family, 
and  what  school  they  attend;  and  he  also  has  to  examine 
the  premises  to  see  if  any  unsanitary  conditions  exist. 
He  must  disinfect  the  house  during  the  sickness  and 
after  the  patient  is  well,  and  he  has  to  see  that  other 
children  who  have  been  exposed  to  the  disease  are 
excluded  from  school,  as  well  as  the  children  of  the 
infected  family. 

"These  same  inspectors,  in  our  city,  have  charge  of 
the  vaccination  certificates.  Father  says  that  a  medical 
examiner  and  the  men  working  under  the  department  of 
public  works,  where  they  have  to  investigate  plumbing 
in  private  houses  and  other  sanitary  conditions,  hold 
very  responsible  positions." 

"  Oh,  dear,  what  a  lot  of  knowledge  a  man  must  have 
to  hold  such  a  position ! " 

"Yes,  Bob,  a  man  must  know  a  great  deal  if  he  is 
going  to  amount  to  anything  in  this  world.  You  like  to 
study  and  will  get  into  the  high  school,  but  I  tell  you  it 
is  just  a  *  grind  *  for  me  to  keep  at  my  books.  If  I  did  n't 
want  to  be  a  man  worth  while  to  the  government,  I 
would  never  go  to  school  another  day." 

Bob  laughed  as  they  rose  to  leave  the  school  porch. 
"I  guess  we  shall  both  have  to  work  like  Trojans  if  we 
are  going  to  be  men  like  our  fathers." 

"Yes,  I  rather  think  we  shall  have  to  work!" 


GRADE  IV:  TOWN  AND  CITY         169 

APRIL:  GOOD  WILL  AMONG  ALL 
CLASSES  OF  CITIZENS 

For  the  Teacher: 

THE  CALL! 

PBISCILLA   LEONARD 

Help  lighten  the  load ! 
Humanity  stumbles  ahead  on  its  road. 
Urged  on  o'er  the  deserts,  beset  by  the  goad; 
Men  bend  under  burdens  of  hunger  and  care. 
And  women  must  suffer  and  toil  and  despair; 
Yea,  even  the  children,  astray  in  the  strife. 
Are  bowed  by  the  weight  till  they  weary  of  life. 
Hark !  unto  each  soul  that  is  hero,  not  slave. 
How  clear  sounds  the  call  to  arise  and  be  brave. 

Help  lighten  the  load! 

Help  lighten  the  load ! 
With  all  of  the  strength  that  the  heart  can  command. 
With  all  of  the  power  of  brain  and  of  hand. 
With  wills  set  to  sacrifice,  struggle,  and  dare. 
With  love  that  seeks  ever  each  burden  to  share. 
With  unflagging  endeavor  that  stops  not  to  ask 
The  length  of  the  journey,  the  cost  of  the  task. 
Come,  sons  of  the  kingdom!  Come,  children  of  God! 
And  along  the  dark  path  by  the  world's  anguish  trod 

Help  lighten  the  load ! 

Suggestions  for  morning  talks 

To  give  the  class  some  idea  of  the  right  relation  toward 
newcomers  to  our  country,  talk  over  with  them  the 

»  From  The  Outlook,  November  23,  1912.  By  arrangement  with  The  Outlook  Co. 


170  A  COURSE  IN  CITIZENSHIP 

subject  of  good  will  among  all  citizens.  If  the  chil- 
dren have  had  the  good  fortune  to  be  born  in  the 
United  States  it  is  especially  their  responsibility  to 
make  the  newcomers,  the  old  people  and  the  children, 
feel  at  home. 

For  interesting  stories  about  the  different  nationalities 
see  the  bibliography  in  Grade  V,  for  October.  See  also 
English  for  Coming  Americans,  Peter  Roberts. 
Y.M.C.A.  Press,  N.Y. 

The  Peace  Association  of  Friends  in  America,  Rich- 
mond, Indiana,  publishes  a  set  of  stories  illustrating 
Good  Will  in  their  monthly  pamphlet.  The  Messenger 
of  Peace, 

Learn: 

The  presence  of  the  Lord  with  man  is  first  given 
when  he  loves  his  neighbor.  —  Swedenbobg. 

For  a*  that,  and  a*  that. 
It 's  coming  yet,  for  a'  that. 
That  man  to  man,  the  warld  o'er. 
Shall  brothers  be,  for  a'  that. 

Burns. 

Read:  "The  Vision  of  Sir  Launfal,"  Lowell.  R.L.S. 
No.  30.    Houghton  Mifflin  Co. 

Examples  of  good  will  among  all  classes;  tell  the  class  of: 

High  and  low  —  Governor  Roger  Wolcott  of  Massa- 
chusetts and  the  newsboys. — Lincoln  and  the  w^ounded 
soldiers;  see  Life  of  Abraham  Lincoln,  ld^M.,TaiThe\L 
McClure,  Phillips  &  Co. 

Rich  and  poor  —  Carnegie  libraries.  —  Rockefeller  en- 
dowment for  Medical  Research.  —  Floating  hospitals. 

Wise  and  ignorant  —  Gifts  for  free  lectures,  e.g.,  the 
Lovv^ell  Lectures  of  Boston.  —  Women's  Municipal 
League  of  Boston;  ask  for  their  report  on  clean  and 


GRADE  IV:  TOWN  AND  CITY         171 

dirty  markets. — Helen  Keller  and  Miss  SuUivan; 
see  Story  of  My  Life,  Helen  Keller.  Doubleday, 
Page  &  Co. 

Black  and  white  —  Story  of  "Natty";  see  Life  of  Dr, 
Henry  I,  Bowditch,  by  Vincent  Y.  Bowditch.  Houghton 
Mifflin  Co.  —  Faithful  slaves  in  Hayti.  —  Ayahs  in 
India  in  Sepoy  Rebellion. 

Native  and  foreign  —  Mary  Antin  and  Dr.  Hale,  Mary 
Antin  and  her  teachers,  Mary  Antin  and  her  repre- 
sentative at  the  State  House;  see  The  Promised 
Land,  Mary  Antin.  Houghton  Mifflin  Co. 


LITTLE  ATHENS'S  MESSAGE  ^ 

ANNA   DOAN   STEPHENS 

Little  Athens  lived  in  a  small  American  city.  I  am 
sure  you  have  wondered  if  Little  Athens  really,  truly, 
was  a  child  born  in  the  Greek  city  of  that  name  far  over 
the  earth.  You  will  have  to  guess  at  the  strange  story 
of  how  he  and  his  father,  alone  now,  came  to  make  their 
home  in  this  pleasant  place.  However,  you  know  a 
town  of  not  many  thousand  people  is  large  enough  to 
support  one  business  of  blocking  hats.  Since  they  lived 
in  the  neat  coachman's  house  in  the  rear  of  Miss  Grace's 
premises,  the  father  considered  themselves  "comfortably 
fixed"  with  this  fairly  definite  bread-and-butter  ar- 
rangement of  life. 

Miss  Grace  had  helped  Little  Athens  in  speaking 
English.  She  found  him  so  well  prepared  in  arithmetic, 
geography  and  history  that  he  was  equal  to  those  of  the 
upper  grammar  grades.  In  history  he  was  happiest,  for 
to  him  this  subject  was  a  fascinating  story  of  the  people 

»  Abridged.  Copyright,  1913,  by  The  Peace  Association  of  Friends  in  Ammau 


172  A  COURSE  IN  CITIZENSHIP 

who  lived  in  neighborhoods,  one  to  another,  all  around 
the  earth.  When  his  turn  came  to  recite  in  Greek 
mythology  or  history  his  English  flowed  easily,  as  he 
told  of  this  great  hero  or  that,  of  the  time  when  their 
conquests  were  mighty  in  the  earth. 

Here  was  a  chance  to  help  Little  Athens  overcome 
timidity  about  his  broken  English !  The  teacher  assigned 
as  his  work  for  the  next  lesson  to  tell  the  class  some- 
thing of  Greece.  *'0f  the  Old  Greece,  Miss  Ward.^" 
*0f  the  Greece  you  care  most  for.  Tell  us  the  best 
thing  you  know  of  your  country.'*  Little  Athens  fairly 
beamed ! 

After  school  each  day  he  was  busy  caring  for  the  lawn 
and  running  errands  for  Miss  Grace  and  her  mother. 
Then,  for  one  happy  hour  before  bedtime,  with  their 
little  prints  and  few  books,  the  father  and  son  took  won- 
derful trips  through  poetiy,  pictures,  and  stories,  back 
to  old  Athens.  To-night  the  father  began  in  the  pure 
Greek  they  always  used  together,  "Son,  I  have  wished 
as  you  grew  older  to  tell  you  a  message  from  your  coun- 
try. I  have  waited  until  you  can  appreciate  it."  They 
talked  together  long.  After  he  had  gone  to  bed  Little 
Athens  repeated  to  himself  the  message  which  had  come 
to  him  from  his  country. 

The  next  day  Miss  Ward  called  for  his  assignment  in 
history.  The  boy  arose  before  his  class.  "Boys  and 
girls,  I  thought  yesterday  of  how  happy  I  would  be 
to-day,  for  I  could  tell  you  of  some  great  warrior  or 
grand  conquest  in  the  old  land  of  my  birth.  Whenever  I 
do,  I  think  I  help  us  forget  I  am  a  Greek  immigrant  and 
that  you  are  all  trying  to  help  me.  I  think  you  may  ad- 
mire in  the  greatness  of  my  country  of  the  past  some  of 
the  power  of  war  which  you  like  so  much  in  your  Ameri- 
can heroes.  I  think  I  can  help  us  forget  I  am  *  Little 
Athens '  and  came  over  steerage,  and  help  us  to  think  I 
am  just  another  boy  whose  country  was  once  grand  and 


GRADE  IV:  TOWN  AND  CITY         173 

powerful  too.  But  Miss  Ward  asked  for  the  best  I  knew 
from  Greece,  so  I  give  you  this  message  of  which  I  am 
growing  more  proud  every  hour. 

"In  Athens  long  ago  boys  were  taught  when  they 
became  my  age,  a  pledge.  They  said  it  each  day,  be- 
lieved in  and  tried  to  live  by  the  vow.  Fathers  taught 
their  sons,  who,  growing  up,  gave  it  in  turn  to  their 
own  boys.  Each  helped  make  the  pledge  true  until 
Athens  became  *  Athens,  the  Beautiful.' 

***  Pledge  of  the  Athenian  Youths 

"  *  We  will  never  bring  disgrace  to  this  our  city,  by  any 
act  of  dishonesty  or  cowardice,  nor  ever  desert  our  com- 
rades; we  will  fight  for  the  ideals  and  sacred  things  of  the 
city,  both  alone  and  with  many;  we  will  revere  and  obey 
the  city  laws,  and  do  our  best  to  incite  a  like  respect  and 
reverence  in  others;  we  will  strive  unceasingly  to  quicken 
the  public's  sense  of  civic  duty;  that  thus  in  all  these 
ways,  we  may  transmit  this  city,  greater,  better,  and 
more  beautiful  than  it  was  transmitted  to  us.' 

"I  am  away  from  Greece.  My  country  of  father's 
books  and  stories  does  not  live  to-day.  But  I  wish  to  do 
the  best  my  land  has  taught  her  sons.  You  are  my 
friends,  this  my  state  and  here  is  my  own  city.  So  every 
day  like  a  Greek  youth  true  to  his  own  Athens,  I  will 
say  this  pledge  for  Junction  City."  With  head  high  he 
began  —  "I  will  never  bring  disgrace  to  this  our  city 
by  any  act  of  dishonesty  or  cowardice,"  —  slowly  and 
clearly  he  continued,  closing  —  "And  I,  Little  Athens, 
may  help  *to  transmit  this  city,  greater,  better,  more 
beautiful  than  it  was  transmitted  to  us.'  Miss  Ward, 
this  is  the  best  I  have  learned  from  Greece." 

The  children  sat  silent  a  minute.  Miss  Ward  was  not 
thinking  of  their  charge's  English.  One  of  the  boys 
began  —  "Oh,  Miss  Ward,  may  he  teach  it  to  us?"  A 


174  A  COURSE  IN  CITIZENSHIP 

girl  continued,  "And  it's  for  girls  too,  is  n't  it?"  With 
Little  Athens's  dictation  it  was  written  on  the  board. 
Now,  the  pupils  of  this  school  had  an  organization  with 
duly  elected  officers.  They  were  installed  that  week,  and 
the  president's  address,  much  to  the  surprise  of  the 
Greek  lad,  told  of  the  Athenian  pledge.  A  motion  was 
carried  that  it  be  taken  for  their  motto. 

After  school  two  of  the  biggest  boys  caught  Little 
Athens,  put  him  on  the  shoulders  of  a  crowd,  and  they 
carried  him  down  the  street.  "Nine  Rahs  for  Little 
Athens"  rent  the  air. 

Surely  the  little  Greek  heathen  was  at  home  in  their  — 
yes,  in  his  city. 


CAMP  SCHOOL  SONG^ 

C.   R.   TROWBRIDGE 
Tune:  "  Columbia,  the  Gem  of  the  Ocean." 

To  the  goal  of  our  long  aspiration. 

To  America's  shores  we  have  come. 
To  make  with  a  high  consecration 

For  ourselves  and  our  children  a  home. 
The  light  of  fair  hope  shines  upon  her. 

Bright  her  promise  for  me  and  for  you; 
There 's  a  welcome  for  all  who  will  honor 

Her  flag  with  its  red,  white  and  blue. 

Three  cheers  for  the  red,  white  and  blue. 
Three  cheers  for  the  red,  white  and  blue. 
The  symbol  of  freedom  and  justice. 
Three  cheers  for  the  red,  white  and  blue. 

To  America  would  we  all  proffer 
The  best  that  each  comer  can  bring. 

S  Printed  for  Tbe  Society  for  Italian  Immigrants,  129  Broad  St,  New  York  City. 


GRADE  IV:  TOWN  AND  CITY  175 

At  her  altar  we  joyfully  offer 

The  homage  we'll  pay  to  no  king. 
Here  Washington  founded  a  nation. 

Here  Lincoln  set  free  the  enslaved; 
Their  names  shall  be  our  inspiration 

To  be  worthy  the  freedom  we've  craved. 

Count  no  one  of  us  alien  and  stranger; 

To  her  aid  we  would  rise  one  and  all, 
With  bold  hearts  we  would  face  ev'ry  danger. 

We  would  lay  down  our  lives  at  her  call. 
Thus  we  pledge  her  our  hearts'  deep  devotion; 

We  will  try  to  her  past  to  be  true. 
So  that  ever  from  ocean  to  ocean. 

May  float  the  fair  red,  white  and  blue. 


MAY:  GOOD  WILL  AMONG  ALL 
COMMUNITIES 

For  the  Teacher: 

BROTHERS 

STUART  McLEAN 

"What  have  I  said  to  make  you  sad. 
Big  Brother, 
What  do  you  care  for  a  kid  that's  bad,* 
Big  Brother?" 

"The  city  is  full  of  temptation  still. 
Of  the  things  that  hurt,  and  the  things  that  kill; 
If  I  don't  care  for  my  boy,  who  will, 
Little  Brother.?" 


176  A  COURSE  IN  CITIZENSHIP 

"Will  you  take  me  back,  as  you  said  you  would. 
Big  Brother? 
Will  you  stick  to  me  till  I  do  make  good. 
Big  Brother?" 

"There's  never  a  thing  you  could  say  or  do 
To  shake  the  faith  I  have  in  you; 
We  started  as  pals  —  we're  pals  straight  through, 
Little  Brother." 

"What  do  you  hope  I'm  going  to  do. 
Big  Brother? 
What  do  you  see  in  a  kid  like  me, 
Big  Brother?" 

"I  see  the  child  that  the  feet,  rough-shod 
Of  the  streets  have  trampled  and  torn  and  trod; 
I  see  the  very  image  of  God, 
Little  Brother." 

"Why  are  n't  there  more  good  friends  like  you, 
Big  Brother, 
To  show  us  boys  what  we  ought  to  do. 
Big  Brother?" 

"It's  the  old,  old  question,  lad,  to  make 
The  eyes  grow  wet  and  the  heart  to  ache. 
But  we  '11  have  the  men  —  when  the  men  awake. 
Little  Brother." 

Suggestions  for  morning  talks 

How  children  can  help.  Calling  upon  new  boys  and 
girls  who  have  moved  into  the  neighborhood;  kindness 
to  new  playmates  on  the  street  or  on  the  playgrounds; 
sharing  one's  playthings  with  a  new  neighbor;  respect 


GRADE  IV:  TOWN  AND  CITY  177 

shown  to  foreign  born  children,  —  never  say,  "He's 
Irish,"  or  "He's  Greek." 

The  new  neighbors  in  the  community  must  be  lonely; 
they  do  not  know  the  neighborhood  ways,  they  are 
amongst  strangers;  they  do  not  know  the  best  shops 
from  which  to  buy  their  food;  they  need  help  in 
regard  to  these  things:  the  best  market,  the  best 
grocery  store,  the  best  laundry.  They  need  kind  words 
to  encourage  them;  they  may  need  a  little  real  help, 
they  may  need  the  aid  of  an  interpreter;  often  smiles 
will  help. 

Tell  about  the  San  Francisco  Fire  and  how  gifts  were 
sent  from  neighboring  cities  and  States;  the  strike  in 
Lawrence,  Massachusetts,  and  how  children  were 
cared  for  in  other  homes  through  the  State. 

Reading  far  the  children 

"  Mabel  on  Midsummer  Day,"  Mary  Howitt.  The  Chil- 
dren's Book  of  Poetry.  Edited  by  Henry  T.  Coates. 
John  C.  Winston  Co.,  Philadelphia. 

Pippa  Passes,  Robert  Browning.  R.L.S.  No.  115. 
Houghton  MiflSin  Co. 

"One,  Two,  Three,"  Henry  C.  Bunner.  R.L.S.  No. 
CC.    Houghton  Mifflin  Co. 

Extracts  from  Hedged  In,  Elizabeth  Stuart  Phelps. 
Houghton  Mifflin  Co. 

Story  of  the  Good  Samaritan,  Luke  x,  29-87. 

"The  Legend  Beautiful,"  Longfellow.  R.L.S.  No.  34. 

"King  Robert  of  Sicily,"  Longfellow,  R.L.S.  No.  33. 

"Mary,  Mary,  Quite  Contrary,"  Susan  Coolidge,  in 
Nine  Little  Goslings.   Little,  Brown  &  Co. 


178  A  COURSE  IN  CITIZENSHIP 

Reading  for  the  teachers 

The  Immigrant  Tide:  Its  Ehb  and  Flow,  and  On  the  Trail 
of  the  Immigrant,  Edward  Alfred  Steiner.  Fleming  H. 
Revell  Co. 

"Training  a  Junior  Citizen's  League,"  Mabel  Hill,  in 
The  Popular  Educator. 

Reports  of  the  National  Municipal  League,  121  South 
Broad  St.,  Philadelphia. 

Democracy  and  Social  EthicSy  The  Spirit  of  Youth  and  the 
City  Streets,  Twenty  Years  at  Hull  House,  Jane  Ad- 
dams.  The  Macmillan  Co. 

Social  Service  and  the  Art  of  Healing,  Richard  C.  Cabot. 
Moffat  Yard  Co. 

Character  Building  in  School,  Jane  Brownlee.  Hough- 
ton Mifflin  Co. 

Reports  of  the  Immigration  Bureau,  Washington,  D.C. 

THE  ANCIENT  MARINER 

SAMUEL  TAYLOR  COLERIDGE 

He  prayeth  well,  who  loveth  well 
Both  man  and  bird  and  beast. 
He  prayeth  best  who  loveth  best 
All  things  both  great  and  small. 
For  the  dear  God  who  loveth  us  — 
He  made  and  loveth  all. 

THE  GREAT  JOHNSTOWN  FLOOD 

ELLA    LYMAN    CABOT 

Johnstown  in  Pennsylvania  has  a  beautiful,  pictur- 
esque situation  on  the  banks  of  the  Conemaugh  River. 


GRADE  IV:  TOWN  AND  CITY         179 

But  the  river  is  a  danger  as  well  as  a  source  of  pleasure. 
One  day  the  great  dam,  seventy  feet  high,  that  held  back 
the  water,  gave  way  and  a  flood  like  a  moving  mountain 
of  water  thirty  feet  in  height  plunged  over  the  city, 
drowning  several  thousand  people  and  destroying  their 
homes. 

Instantly  Clara  Barton  and  the  Red  Cross  workers 
rushed  to  the  rescue.  The  people  of  the  city  were  so 
overwhelmed  by  their  losses  that  at  first  they  seemed 
dazed  and  helpless.  Their  spirits  and  courage  rose  with 
the  coming  of  true  friends  in  need,  and  for  five  months  a 
single  spirit  of  helpfulness  governed  all  the  community. 

The  Red  Cross  workers  had  to  live  in  tents  with  little 
protection  from  the  rain  and  mud.  When  they  went  out, 
they  had  to  climb  over  wrecks  of  wooden  houses,  tan- 
gled piles  of  wire,  or  broken  engines.  But  neither  the 
exhausted  people  in  the  city  nor  the  Red  Cross  helpers, 
who  sometimes  worked  all  night  as  well  as  all  day,  com- 
plained. Every  one  was  banded  together  in  a  spirit  of 
good  will.  Have  you  ever  thought  how  great  an  under- 
taking it  would  be  to  feed  twenty-five  thousand  people 
all  at  once?  Even  a  family  of  nine  requires  a  good  deal 
of  attention,  does  n't  it?  Clara  Barton  and  her  workers 
had  to  feed,  clothe,  and  find  shelter  for  all  the  people  of 
the  city.  She  asked  for  carloads  of  supplies,  and  they 
were  sent  from  all  over  the  United  States.  Business  men 
dropped  their  business  and  came  to  help;  ladies  left 
comfortable  homes  to  spend  their  days  knocking  open 
rough  boxes,  sorting  and  distributing  clothes.  They 
were  ready  to  eat  poor  food  and  sleep  on  hard  boxes  in  a 
tent  where  the  rain  dripped  through.  They  were  happy 
and  at  peace  because  they  were  helpful.  Manufacturers 
in  New  Bedford,  Massachusetts,  sent  mattresses  and 
bedding.  A  little  town  in  Wisconsin  sent  furniture. 
Titusvnie,  Pennsylvania,  was  a  small  town,  but  it  gave 
ten  thousand  dollars*  worth  of  bedsteads,  tables,  and 


180  A  COURSE  IN  CITIZENSHIP 

chairs;  a  New  York  newspaper  sent  bedding,  pillows, 
and  cooking  utensils;  the  Episcopal  church  in  Johnstown 
gave  the  use  of  a  lot  of  land  for  houses. 

When  Miss  Barton  went  away  the  Johnstown 
Tribune  wrote;  — 

"Men  are  brothers.  Yes,  and  sisters,  too,  if  Miss 
Barton  pleases.  The  first  to  come,  the  last  to  go,  she  has 
indeed  been  an  elder  sister  to  us,  nursing,  soothing, 
tending,  caring  for  the  stricken  ones  through  a  season  of 
disasters  such  as  no  other  people  ever  knew.  The  idea 
crystallized,  put  into  practice,  *Do  unto  others  as  you 
would  have  others  do  unto  you.' " 

JUNE:  HOW  WE  CAN  HELP  OUR 
COMMUNITIES 

For  the  Teacher: 

A  VISTA 

JOHN  ADDINGTON  SYMONDS 

These  things  shall  be!  —  A  loftier  race 
Than  e'er  the  world  hath  known,  shall  rise 

With  flame  of  freedom  in  their  souls 
And  light  of  science  in  their  eyes. 

They  shall  be  gentle,  brave,  and  strong. 
To  spill  no  drop  of  blood,  but  dare 

All  that  may  plant  man's  lordship  firm 
On  earth  and  fire  and  sea  and  air. 

Nation  with  nation,  land  with  land, 
Inarmed  shall  live  as  comrades  free: 

In  every  heart  and  brain  shall  throb 
The  pulse  of  one  fraternity. 


GRADE  IV:  TOWN  AND  CITY         181 

New  arts  shall  bloom  of  loftier  mould, 
And  mightier  music  thrill  the  skies; 

And  every  life  shall  be  a  song. 
When  all  the  earth  is  paradise. 

There  shall  be  no  more  sin,  nor  shame. 
Though  pain  and  passion  may  not  die; 

For  man  shall  be  at  one  with  God 
In  bonds  of  firm  necessity. 

Suggestions  far  morning  talks 

With  June  our  work  naturally  sums  up  all  the  sugges- 
tions made  throughout  the  year  of  how  the  children 
can  help.  A  review  of  the  topics  which  we  have  dis- 
cussed during  the  year  may  be  placed  upon  the  black- 
board, and  it  will  surprise  the  class  to  know  how  many 
points  of  interest  they  have  touched,  and  what  activi- 
ties have  been  discussed.  The  children  have  through 
the  year  attempted  to  help  each  municipal  depart- 
ment —  school,  park  and  playgroimd,  street,  health, 
water,  lighting,  police  and  fire,  charity.  The  discus- 
sion of  these  state  activities  has  also  included  the 
children's  own  service,  through  loyalty  to  oflBcials, 
and  through  good  will  toward  all  kinds  of  people  who 
have  moved  into  their  commimity.  When  these 
topics  have  all  been  reviewed,  this  is  the  month  for 
planting  trees,  for  visits  to  parks,  for  walks  into  the 
crowded  districts,  and  for  plans  which  the  children 
themselves  may  offer  upon  better  civic  conditions.  If 
these  boys  and  girls  are  led  by  the  teacher  throughout 
the  year  to  respect  officials,  to  cooperate  in  making  the 
city  healthier  and  more  beautiful,  even  in  their  very 
childish  ways,  by  Jime  the  teacher  will  be  able  to 


182  A  COURSE  IN  CITIZENSHIP 

explain  to  them  that  the  city's  weKare  does  not  mean 
simply  following  one  of  these  improvements,  but  all  of 
them.  These  suggestions  may  also  be  put  upon  the 
blackboard :  Clean  streets,  fresh  air  recreation  places, 
tree  planting,  foimtain  and  statue  erecting,  flower 
gardens  and  window  boxes,  playgrounds  connected 
with  the  schoolhouse,  and  best  of  all,  individual  obedi- 
ence of  law  and  loyalty  to  the  oflScials  who  carry  out 
the  law. 

Friendship  is  not  only  a  beautiful  thing  for  a  man,  but 
the  realization  of  it  is  also  the  ideal  for  the  State :  for  if 
citizens  be  friends,  the  justice  which  is  the  great  concern 
of  all  organized  societies  is  more  than  secured. 

R.  L.  Nettleship. 

"Like  rills  from  the  mountain  together  that  run. 
And  make  the  broad  river  below; 
So  each  little  life,  and  the  work  of  each  one 
To  one  common  current  shall  flow: 
And  down  on  its  bosom,  like  ships  on  the  tide. 
The  hopes  of  mankind  shall  move  on; 
Nor  in  vain  have  we  lived,  nor  in  vain  have  we  died 
If  we  live  in  the  work  we  have  done." 

F.   L.   HOSMER.* 


OBEYING  THE  LAW* 

SABA  B.   o'bBIEN 

Government  may  be  said  to  be  the  voice  of  all  the 
people  speaking  to  each  one  of  us.  Laws  tell  us  what  is 
right  and  what  is  wrong.   Government  tells  us  what  is 

*  By  permission  of  the  author. 

*  From  English  f Of  Foreigners,  Book  IJ,  Houghton  Mifflin  Co. 


GRADE  IV:  TOWN  AND  CITY         183 

best  for  each  and  all,  and  then  simply  asks  us  to  respect 
and  obey  the  law.  That  is  not  asking  much  of  us  in 
return  for  all  it  gives. 

In  this  country  respect  for  the  law  is  as  necessary  as 
obedience  to  the  law.  A  man  shows  his  respect  for  the 
lav/  by  respecting  the  officers  of  the  law.  He  shows  his 
respect  in  another  way,  and  that  is  by  obeying  the  laws 
of  the  different  city  departments  which  carry  out  the 
work  of  government.  For  these  rules  or  regulations,  as 
well  as  all  other  laws,  are  meant  for  the  protection  and 
welfare  of  the  whole  community.  Whenever  a  man 
breaks  one  of  these  laws,  therefore,  either  through 
ignorance  or  with  evil  intent,  he  hurts  not  only  himself 
but  all  others. 

There  is  an  old  fable  which  tells  the  story  of  two  fool- 
ish goats.  They  met  on  a  very  narrow  foot-bridge  which 
crossed  a  deep  stream  of  water.  Neither  goat  would  let 
the  other  pass.  There  is  a  law  which  demands  in  such 
cases  that  each  should  turn  to  the  right.  Perhaps  the 
goats  did  not  know  about  this  law;  or  perhaps  tJiey 
refused  to  obey  it.  However,  they  locked  horns  and 
fought  for  the  right  of  way.  As  they  might  have  ex- 
pected, both  fell  into  the  water  and  were  drowned. 

This  fable  teaches  that  justice  and  right  are  never 
obtained  by  force  or  quarreling,  or  by  breaking  law.  It 
is  true  that  under  a  free  government  like  ours,  mistakes 
in  government  may  sometimes  happen.  That  fact,  how- 
ever, does  not  give  a  man  the  right  to  take  the  law  into 
his  own  hands.  The  people  need  no  other  means  for  cor- 
recting such  mistakes  than  those  of  free  speech  and  free 
vote. 

All  reforms  must  come  through  law  and  by  peaceful 
methods.  The  people  who  try  to  change  the  government 
by  force  or  by  such  rough  means  as  raising  riots,  mobs, 
or  by  using  weapons,  are  sure  to  fail  and  to  receive  severe 
punishment. 


184  A  COURSE  IN  CITIZENSHIP 

In  the  United  States,  law  means  liberty  because  the 
law  is  the  free  will  of  the  people.  Then  that  man  alone 
is  truly  free  who  is  able  to  rule  himself  and  to  submit  his 
own  will  to  the  higher  authority,  the  authority  of  the 
law. 


GRADE  V 

THE  NATION 

By  ELLA  LYMAN  CABOT 
INTRODUCTION 

The  central  purpose  of  this  year's  work  is  to  help 
children  to  know,  to  love,  and  to  serve  their  country, 
and  through  knowing,  loving,  and  serving  it,  to  sympa- 
thize with  what  love  of  country  means  at  all  times  and 
in  every  land.  Patriotism  is  narrow  if  it  comes  to  mean: 
My  country  against  yours.  The  patriot  is  true  to  his 
cause  when,  through  devoted  love  for  his  own  country, 
he  learns  to  understand  and  honor  the  love  of  other  races 
for  theirs.  Therefore,  I  have  tried  to  bring  out  the  love 
of  country  expressed  by  many  nationalities. 

Our  country  is  made  up  of  many  States,  each  with  its 
own  contribution  of  good  gifts  to  the  whole;  each  with 
its  problems;  each  with  its  needs.  The  teacher  has  an 
exhilarating  chance  to  bring  before  her  class  the  life  of 
each  State  and  its  place  in  the  whole. 

Through  geography  the  children  are  learning  the 
character  and  the  products,  the  principal  cities,  rivers, 
and  mountains  of  our  land.  What  do  these  facts  stand 
for  in  their  contribution  to  citizenship?  What  can  Cali- 
fornia bring  to  New  York  and  Texas  to  Maine?  What 
means  the  freedom  between  our  States  and  the  laws 
governing  the  relation  of  each  to  all? 

Within  our  great  nation  are  many  newcomers  from  the 


186  A  COURSE  IN  CITIZENSHIP 

Old  World.  All  of  us  are  Americans.  Yet,  from  its  vary- 
ing past,  each  race  has  something  of  its  own  to  offer  as  a 
special  gift  to  the  fatherland.  This  idea  can  be  brought 
out  in  enriching  detail. 

Throughout  the  year  lessons  in  citizenship  must  go 
hand  in  hand  with  the  concrete  practice  of  citizenship. 
There  should  be  no  emotion  without  action.  When  our 
feelings  are  stirred  by  the  heroic  virtues  of  early  settlers, 
we  would  fain  do  something  hard  and  helpful.  In  every 
lesson,  something  we  can  do  to  serve  in  our  special  way 
should  be  brought  out.  The  last  month,  as  in  part  a 
review  of  the  year,  is  given  entirely  to  the  topic :  How  we 
can  serve  our  country. 

Among  the  best  available  books  for  this  year's  work 
are:  — 
An  American  Book  of  Golden  Deeds,  James  Baldwin. 

American  Book  Co. 
Poems  Every  Child  Should  Know,  Mary  E.  Burt.  Double- 
day,  Page  &  Co. 
Ethics  for   Children,   Ella  Lyman  Cabot.    Houghton 

Mifflin  Co. 
Heroes  of  Everyday  Life,  Fanny  E.  Coe.  Ginn  &  Co. 
The  Friendship  of  Nations,  Lucile  Gulliver.  Ginn  &  Co. 
The  School  Speaker  and  Reader,  William  De  Witt  Hyde. 

Ginn  &  Co. 
A  Message  to  Garcia,  Elbert  Hubbard.  Roycroft  Press. 
The  Man  Without  a  Country,  Edward  E.  Hale.  Little, 

Brown  &  Co. 
Lessons  for  Junior  Citizens,  Mabel  Hill.  Ginn  &  Co. 
Good  Citizenship,  Richman  and  Wallach.    American 

Book  Co. 
Our  Country  in  Poem  and  ProsCy  Persons.   American 

Book  Co. 


GRADE  V:  THE  NATION  187 

The  Young  Citizen,  Charles  F.  Dole.  D.  C.  Heath  &  Co. 
Day  and  Deeds,  Burton  E.  and  Elizabeth  Stevenson. 

The  Baker  &  Taylor  Co. 
English  for   Foreigners,  Book   II,    Sara    R.    O'Brien. 

Houghton  Mifflin  Co. 

SEPTEMBER:  PIONEERS 

For  the  Teacher: 

HYMN* 

JOHN  HAYNES  HOLMES 

Tune:  "  Jerusalem  the  Grolden  " 

America  triumphant! 

Brave  land  of  pioneers! 
On  mountain  peak  and  prairie 

Their  winding  trail  appears. 
The  wilderness  is  planted; 

The  deserts  bloom  and  sing; 
On  coast  and  plain  the  cities 

Their  smoky  banners  fling. 


America  triumphant! 

Dear  homeland  of  the  free! 
Thy  sons  have  fought  and  fallen* 

To  win  release  for  thee. 
They  broke  the  chains  of  empire; 

They  smote  the  wrongs  of  state; 
And  lies  of  law  and  custom 

They  blasted  with  their  hate. 

4merica  triumphant! 

Grasp  firm  thy  sword  and  shield! 

1  By  permissiou  of  the  author.  . 


188  A  COURSE  IN  CITIZENSHIP 

Not  yet  have  all  thy  foemen 
Been  driven  from  the  field. 

They  lurk  by  forge  and  market. 
They  hide  in  mine  and  mill; 

And  bold  with  greed  of  conquest. 
They  flout  thy  blessed  will. 

America,  America! 

Triumphant  thou  shalt  be ! 
Thy  hills  and  vales  shall  echo 

The  shouts  of  liberty. 
Thy  bards  shall  sing  thy  glory. 

Thy  prophets  tell  thy  praise. 
And  all  thy  sons  and  daughters 

Acclaim  thy  golden  days. 


For  the  Class: 

PIONEERS!  O  PIONEERS!* 

WALT   WHITMAN 

Have  the  elder  races  halted? 
Do  they  droop  and  end  their  lesson,  wearied 
over  there  beyond  the  seas? 
We  take  up  the  task  eternal,  and  the  burden 
and  the  lesson. 
Pioneers!  O  Pioneers! 

We  detachments  steady  throwing, 
Down  the  edges,  through  the  passes,  up  the 
mountains  steep, 
Conquering,  holding,  daring,  venturing,  as 
we  go  the  unknown  ways. 
Pioneers!  O  Pioneers! 

»  From  Leavet  of  Grai$. 


GRADE  V:  THE  NATION  189 

Suggestions  for  morning  talks 

The  plan  for  this  month  is,  first,  to  help  the  children 
realize  how  much  the  makers  of  America  have  en- 
dured for  their  country,  and  second,  through  the 
contagion  of  their  example,  to  rouse  in  the  pupils 
themselves  the  will  to  be  moral  pioneers. 

We  think  of  pioneers  as  living  in  the  past,  but  soon  what 
we  call  the  present  will  be  the  past,  and  a  new  genera- 
tion will  look  back  to  see  who  among  us  were  pioneers. 
America  is  not  yet  made.  Every  one  of  us  is  needed  to 
mould  it.  The  nation  needs  our  help  perhaps  more 
than  ever  before. 

What  is  a  pioneer.^  It  meant  originally  one  who  used  a 
pickaxe,  one  who  dug  away  obstructions  and  repaired 
broken  places  in  the  road.  And  now  as  Webster's 
Dictionary  defines  it,  a  pioneer  is  one  who  goes  before 
to  remove  obstructions  or  prepare  the  way  for  an- 
other. Can  there  be  a  more  glorious  task.'^  Give 
examples  of  the  pioneer  spirit:  — 

Pioneers  in  history.  Illustrate  pioneers  in  American  his- 
tory with  accounts  of  Christopher  Columbus,  Daniel 
Boone,  Whitman,  George  Rogers  Clark,  Gouverneur 
Morris,  Samuel  Houston,  John  Quincy  Adams,  David 
Crockett,  William  Penn,  and  his  Holy  Experiment, 
John  Eliot  and  the  Indians,  John  Winthrop  and  the 
first  winter  passed  amid  dangers  and  privation  in 
Massachusetts.  For  these  stories  consult: 

An  American  Book  of  Golden  Deeds,  James  Baldwin. 
American  Book  Co. 

Hero  Tales  from  American  History,  Henry  Cabot  Lodge 
and  Theodore  Roosevelt.   Century  Co. 

The  Old  South  Leaflets.  Directors  of  Old  South  Work, 
Old  South  Meeting  House,  Boston. 


190  A  COURSE  IN  CITIZENSHIP 

American  Hero  Stories,  Eva  March  Tappan.  Houghton 
Mifflin  Co. 

Let  each  member  of  the  class  bring  a  short  story  about 
the  hardships  borne  and  courage  shown  by  one  of  the 
pioneers.  See  that  these  examples  are  taken  from 
different  parts  of  the  country. 

Pioneers  in  new  ideas:  Tell  of  Clara  Barton's  pioneer 
work  in  getting  Congress  to  join  the  Red  Cross  Asso- 
ciation. See  "The  Red  Cross,"  in  Baldwin's  An 
American  Book  of  Golden  Deeds,  Tell  of  pioneers  in 
the  cure  of  yellow  fever.  Read  Walter  Reed  and  Yellow 
Fever y  by  Howard  A.  Kelly  (McClure,  Phillips  &  Co.); 
pioneers  in  invention,  Morse  and  Edison. 

Pioneers  in  right  living:  Lincoln's  inflexible  honesty 
which  makes  honesty  easier  for  us  all. 

Pioneers  in  courage  and  courtesy :  Captain  Robert  Scott, 
in  Scotfs  Last  Expedition,  edited  by  Leonard  Huxley. 
Dodd,  Mead  Co. 

Pioneers  in  loyalty  to  the  State :  Tell  the  story  of  the 
death  of  Socrates. 

Pioneers  in  simplicity  during  times  of  careless  spending: 
St.  Francis  of  Assisi. 

Read:    Columbus,  by  Joaquin  Miller.    R.L.S.  No.  CC. 
Houghton  Mifflin  Co. 
"Columbus,"  by  Arthur  Hugh  Clough.  Poems, 
The  Macmillan  Co. 

THE  PATHFINDERS,  LEWIS  AND  CLARK  ^ 

EVA   MARCH   TAPPAN 

Some  twenty  years  after  the  Revolution  France  sold 
to  the  United  States  the  country  between  the  Mississippi 

»  Abridged  from  The  Children' t  Hour,  vol.  viii,  "Adventures  and  Achievements." 
EougbtoQ  Mifflin  Co. 


GRADE  V:  THE  NATION  191 

and  the  Rocky  Mountains.  The  Government  asked 
Meriwether  Lewis  and  William  Clark,  brother  of  George 
Rogers  Clark,  to  explore  it.  They  were  to  follow  up 
the  Missouri,  then  the  Columbia  River,  and  so  get  to 
the  Pacific  Ocean;  but  no  one  knew  where  the  sources  of 
the  two  rivers  might  be.  There  were  forty  men  or  more 
in  the  party  as  well  as  the  wife  of  the  interpreter  and  her 
baby,  the  youngest  of  American  explorers.  They  were 
to  draw  maps,  note  the  soils,  vegetation,  animals,  and 
minerals,  and,  most  important  of  all,  make  friends 
with  the  Indians,  learn  what  lands  each  tribe  claimed, 
and  open  the  way  for  trading  with  them. 

Then  they  set  out  on  a  journey  which  proved  to  be 
two  years  and  four  months  long.  And  such  wonders  as 
they  saw !  There  were  waterfalls  so  high  that  the  water 
fell  part  way,  then  broke  into  mist,  but  gathered  to- 
gether again  and  made  a  second  fall  which  seemed  to 
come  from  a  cloud.  There  were  long  marches  over  plains 
where  the  thorns  of  the  prickly  pear  pierced  their  shoes 
as  if  they  were  only  paper. 

Sometimes  they  were  driven  half  wild  with  clouds  of 
mosquitoes.  "The  Musquetoes  were  so  numerous  that  I 
could  not  keep  them  off  my  gun  long  enough  to  take 
sight  and  by  that  means  missed,"  wrote  Captain  Clark 
in  his  journal.  Captain  Lewis  once  was  separated  from 
his  men  for  a  few  hours,  and  in  that  time  he  met  a  grizzly 
bear,  a  wolverine,  and  three  buffalo  bulls,  all  of  which 
showed  fight.  Again,  he  lay  down  under  a  tree,  and 
when  he  woke  he  found  that  he  had  had  a  big  rattlesnake 
for  next-door  neighbor.  One  night  the  company  camped 
on  a  sand  bar  in  the  river;  but  they  were  hardly  sound 
asleep  before  the  guards  cried,  "  Get  up !  Get  up !  Sand- 
bar's  a-sinking!"  They  jumped  into  the  boats  and 
pulled  for  the  farther  shore.  Before  they  reached  it  the 
sand-bar  was  out  of  sight.  Another  night  a  buffalo 
dashed  into  their  camp,  and  to  cap  the  climax,  the  baby 


192  A  COURSE  IN  CITIZENSHIP 

explorer  had  the  mumps  and  was  cutting  teeth  and  cried 
all  night. 

Getting  food  was  not  always  easy.  At  one  place  they 
exchanged  their  meat  and  meal  for  watermelons;  but  fre- 
quently they  had  nothing  but  a  little  flour  or  meal;  for  a 
long  while  they  lived  on  horseflesh  and  dogflesh,  and 
eatable  roots  bought  of  the  Indians. 

They  tried  to  make  friends  with  the  Indians  by  giving 
them  mirrors,  gilt-braided  coats,  knives,  etc.,  and  they 
told  them  about  the  Great  Father  in  Washington  who 
wished  them  to  be  his  children.  Talking  was  often  diflS- 
cult,  so  whenever  it  was  possible  they  used  the  language 
of  signs.  When  a  man  wished  to  say,  "I  have  been  gone 
three  nights,"  he  had  only  to  rest  his  head  on  his  hand  to 
suggest  sleep  and  to  hold  up  three  fingers.  To  hold  a 
blanket  by  two  corners  and  shake  it  over  the  head  and 
unfold  it  meant,  "  I  am  your  friend,  come  and  sit  on  my 
blanket."  If  the  Indian  accepted  the  invitation  he  would 
wish  to  embrace  the  white  man,  and  rub  his  own  cheek, 
thick  with  paint,  on  that  of  his  friend. 

So  it  was  that  the  brave  explorers  made  their  way  to 
the  source  of  the  Missouri.  Three  quarters  of  a  mile 
farther  they  came  to  one  of  the  branches  of  the  Colum- 
bia. Onward  they  went,  and  at  last  they  stood  on  the 
shore  of  the  Pacific.  It  was  the  rainy  season;  their 
clothes  and  bedding  were  always  wet  and  they  had  no- 
thing to  eat  but  dried  fish.  Captain  Clark  wrote  in  his 
journal  that  the  ocean  was  "tempestuous  and  horrible." 

There  were  the  same  dangers  to  go  through  again  on 
the  long  journey  back,  but  finally  they  came  to  the 
houses  of  white  men;  and  when  they  caught  sight  of 
cows  feeding  on  the  banks  of  the  river,  they  all  shouted 
with  joy,  the  herds  looked  so  calm  and  restful  and 
homelike. 

These  courageous,  patient  men  had  done  much  more 
than  to  explore  a  wild  country.  Just  as  Columbus  had 


GRADE  V:  THE  NATION  193 

made  a  path  across  the  Atlantic,  so  they  had  made  a 
path  to  the  Pacific. 


OCTOBER:  THE  CONTRIBUTION  OF 
EACH  RACE  TO  AMERICAN  LIFE 

For  the  Teacher: 

THE  CENTENNIAL  MEDITATION  OF 
COLUMBIA  1 

SIDNEY   LANIEB 

Now  Praise  to  God's  oft-granted  grace. 
Now  Praise  to  Man's  undaunted  face. 
Despite  the  land,  despite  the  sea, 
I  was:  I  am:  and  I  shall  be  — 
How  long,  Good  Angel,  O  how  long? 
Sing  me  from  Heaven  a  man's  own  song! 

**Long  as  thine  Art  shall  love  true  love. 
Long  as  thy  Science  truth  shall  know. 
Long  as  thine  Eagle  harms  no  Dove, 
Long  as  thy  Law  by  law  shall  grow. 
Long  as  thy  God  is  God  above. 
Thy  brother  every  man  below. 
So  long,  dear  Land  of  all  my  love. 
Thy  name  shall  shine,  thy  fame  shall  glow!" 

Read:  "Abou  Ben  Adhem,"   Leigh  Hunt,   in   Three 
Years    vnth    the   Poets,    Hazard.     Houghton 
Mifflin  Co. 
An  Incident  of  the  French  Campy  Robert  Brown- 
ing. R.L.S.  No.  115.  Houghton  Mifflin  Co. 

*  Abridged.  From  Poetru  qf  Sidney  Lanier.  By  arrangement  with  Charles  Scribner't 
Sons,  Fubushera. 


194  A  COURSE  IN  CITIZENSHIP 

Suggestions  for  morning  talks 

American  life  is  made  rich  and  fruitful  by  the  gifts  and 
service  of  many  nationalities.  It  is  the  privilege  of 
teachers  to  help  children  feel  how  much  each  race  has 
brought  to  the  United  States  from  its  past  in  other 
lands,  and  how  much  each  has  contributed  and  can 
contribute  here.  Thus  the  contact  of  different  races 
can  cease  to  be  a  source  of  contention  and  scorn  and 
become  a  source  of  strength  and  blessing.  One  of  the 
poems  that  rouses  a  vivid  sympathy  for  all  nations  is 
"Scum  o*  the  Earth,"  by  Robert  H.  Schauffler. 
Houghton  Mifflin  Co. 

The  oldest  race  in  the  United  States  is  the  Indian.  Tell 
of  their  self-control  and  courage;  their  friendship  with 
William  Penn.  (See  The  Friendship  of  Nations,  by 
Lucile  Gulliver,  p.  36.  Ginn  &  Co.)  Show  pictures  of 
the  Spanish  buildings  in  California  and  New  Mexico. 
Tell  of  the  great  painter  Velasquez.  Show  the  class  a 
photograph  of  his  Surrender  of  Breda.  Tell  also  of  the 
great  writer,  Cervantes.  Give  enough  of  the  story  of 
Don  Quixote  to  show  his  honor  and  chivalry.  Fine 
reproductions  of  the  works  of  the  great  masters  can 
be  bought  of  Ritter  &  Flebbe,  120  Boylston  Street, 
Boston,  for  a  few  cents  apiece;  and  many  can  be  ob- 
tained from  the  Perry  Picture  Co.,  Maiden,  Mass. 

The  Italians  have  helped  us  —  bringing  us  music,  the 
love  of  home,  the  power  of  hard  work.  Tell  how  Gari- 
baldi came  to  visit  America.  Describe  the  Italian 
flag.  Sing  in  school  the  "Folk-songs  for  Children" 
edited  by  Jane  Bird  Radcliffe- Whitehead  (Oliver 
Ditson  Co.)  and  let  the  children  know  which  is  the 
national  air  of  each  nation. 


GRADE  V:  THE   NATION  195 

Describe  the  French  skill  and  courtesy.  They  are  care- 
ful not  to  laugh  at  the  blunders  of  foreigners.  Tell  of 
the  friendship  of  Lafayette  for  America;  of  Pasteur*s 
work  {Life  of  Pasteur,  by  Rene  Vallery-Radot,  chaps. 
X  and  XIII.  Doubleday,  Page  &  Co.).  Show  a  pho- 
tograph of  Saint-Gaudens*s  statues  of  Lincoln  and 
General  Sherman.  Here  is  a  French-American  to 
whom  we  owe  an  inestimable  gift. 


THE  STATUE  OF  SHERMAN  BY  SAINT 
GAUDENSi 

HENRY   VAN   DYKE 

This  is  the  soldier  brave  enough  to  tell 
The  glory-dazzled  world  that  "War  is  hell!" 
Lover  of  peace,  he  looks  beyond  the  strife 
And  rides  through  hell  to  save  his  country's  life. 

Read:  The  Promised  Land,  by  Mary  Antin  (Houghton 
Mifflin  Co.)  and  tell  the  class  of  her  early  life. 
Help  them  to  see  that  Jews  have  had  many 
hardships  and  that  here  all  helpful  citizens  can 
live  happily  together  in  the  land  of  welcome. 
Read:  Tolstoy's  "Where  Love  is,  God  is!"  {Ethics  for 
Children,  p.  156),  and  tell  of  his  belief  in  peace 
and  goodwill.  Read  Tolstoy's  "A  Spark  Neg- 
lected Burns  the  House." 
Let  the  children  enjoy  the  humor  of  the  Irish.  Tell  of 
John  Boyle  O'Reilly  and  his  kindness.    Repeat  his 
poem  on  "What  is  Good"  (see  Grade  I,  p.  2). 
Give  a  short  account  of  Garibaldi's  courage  in  the 
Sicilian  campaign  and  of  the  people's  love  of  him* 

*  From  Music  and  Other  Poems.  Charles  Scribner's  Sons. 


196  A  COURSE  IN  CITIZENSHIP 

Garibaldi  and  the  TJiousand,  by  George  M.  Trevel- 
yan.    Longmans,  Green  &  Co. 
Take  the  class  to  a  museum  or  show  them  photographs 
of  the  Greek  heroes.   Tell  stories  from  Homer.   Give 
an  account  of  the  courage  of  Socrates  in  facing  death. 
(In  "  The  Judgment  of  Socrates,"  R.L.S.    No.  129. 
Houghton  Mifflin  Co.). 
Read :    Uj)  From  Slavery,  Booker  T.  Washington  (chap. 
II,  in  Ethics  for  Children,  p.  78).     "Ready," 
Phoebe   Cary    {Poetical   Works   of  Alice  and 
Phoebe  Cary.    Houghton  Mifflin  Co.). 
Through  the  appeal  of  these  stories  the  children  them- 
selves will  be  led  to  honor,  understand,  and  treat 
kindly  any  foreigners  they  may  meet. 

A  GREAT  FRENCHMAN 

ELLA  LYMAN   CABOT 

Louis  Pasteur,  the  great  French  scientist,  was  working 
hard  to  discover  a  cure  for  rabies,  which  is  a  terrible 
disease  caused  by  the  bite  of  a  mad  dog.  He  had  not 
quite  completed  his  cure  when,  on  July  6,  1885,  a  little 
Alsatian  boy,  nine  years  old,  was  taken  by  his  mother, 
to  see  Pasteur.  The  child,  going  alone  to  school,  had 
been  attacked  by  a  mad  dog,  thrown  to  the  ground  and 
badly  bitten.  A  bricklayer,  seeing  the  dog  attack  the 
child,  ran  up  and,  with  an  iron  bar,  drove  the  beast 
away.  Bites  from  a  well  dog  would  not  have  done 
Joseph  much  harm,  but  Pasteur  knew  that  this  dog  had 
a  serious  disease  which  might  be  given  to  Joseph  unless 
the  new  cure  could  prevent  all  danger. 

Poor  little  Joseph  had  fourteen  wounds  and  sufTered 
so  much  that  he  could  hardly  walk.  Pasteur  kindly 
made  arrangements  to  make  the  anxious  mother  and  her 


GRADE  V:  THE   NATION  197 

boy  comfortable,  and  then  went  to  ask  his  wise  friend, 
Vulpius,  whether  it  was  safe  to  give  the  boy  Pasteur's 
new  treatment,  even  though  it  had  never  been  tried 
before. 

"Why,  yes,  indeed,"  Vulpius  assured  him.  "Is  n't  it 
far  better  to  try  your  cure,  even  if  it  may  fail,  than  to  let 
the  little  fellow  die  of  hydrophobia?" 

So  the  treatment  was  given  to  Joseph.  Every  day  for 
ten  days  the  doctors  put  a  few  drops  of  powerful  liquid 
in  his  arm.  Joseph  had  cried  when  he  heard  of  an  opera- 
tion, but  he  dried  his  eyes  quickly  when  he  found  that  it 
meant  only  a  tiny  prick. 

Pasteur  arranged  a  bedroom  near  him  for  the  mother 
and  child,  and  Joseph  played  with  his  new  toys.  Pasteur 
loved  children.  He  grew  very  fond  of  Joseph  and  more 
and  more  anxious  that  his  cure  should  succeed.  It  was  a 
month  before  he  could  be  quite  sure.  Joseph  was  n't 
troubled ;  his  wounds  had  healed,  the  inoculation  did  not 
hurt  him,  and  he  could  play  all  day.  On  the  last  even- 
ing, he  kissed  his  friend,  " dear  Monsieur  Pasteur"  good- 
night and  slept  peacefully,  but  Pasteur  lay  awake  for 
hours  anxiously  thinking:  "Will  my  treatment  succeed 
or  will  it  fail?  If  I  can  cure  this  boy,  it  will  prove  that  I 
can  cure  many  others  and  stop  this  terrible  disease." 

The  treatment  was  successful.  Joseph  never  had  a 
sign  of  illness,  and  now,  any  person  —  or  any  animal  — 
who  is  in  danger  of  getting  rabies  can  almost  surely  be 
cured.  Every  year  in  America,  the  lives  of  many  chil- 
dren and  their  parents  are  saved  by  Pasteur's  wonderful 
cure.  How  much  we  owe  to  France  for  this  great  man !  A 
beautiful  avenue  in  Boston  leading  to  the  Harvard 
Medical  School  is  named  in  his  honor.  But  there  are 
even  better  ways  to  honor  him.  The  best  is  by  being  as 
faithful  to  our  work  as  he  was  to  his,  for  Pasteur's 
favorite  saying  was:  "Let  us  work." 


198  A  COURSE  IN  CITIZENSHIP 

NOVEMBER:  GOVERNMENT  BY  THE 
PEOPLE 

For  the  Teacher: 

REPLY  TO  AN   ADDRESS   OF  WELCOME » 

ABRAHAM   LINCOLN 

In  all  trying  positions  in  which  I  shall  be  placed,  and 
doubtless  I  shall  be  placed  in  many  such,  my  reliance 
will  be  upon  you,  the  people  of  the  United  States;  and  I 
wish  you  to  remember,  now  and  forever,  that  it  is  your 
business,  and  not  mine;  that  if  the  union  of  these  States 
and  the  liberties  of  this  people  shall  be  lost,  it  is  but  little 
to  any  one  man  of  fifty-two  years  of  age,  but  a  great  deal 
to  the  thirty  millions  of  people  who  inhabit  these  United 
States,  and  to  their  posterity  in  all  coming  time.  It  is 
your  business  to  rise  up  and  preserve  the  Union  and 
liberty  for  yourselves  and  not  for  me.  I  appeal  to  you 
again  to  constantly  bear  in  mind  that  not  with  politi- 
cians, not  with  Presidents,  not  with  office-seekers,  but 
with  you,  is  the  question :  Shall  the  Union  and  shall  the 
liberties  of  this  country  be  preserved  to  the  latest 
generations? 

Suggestions  for  morning  talks 

What  is  a  tyranny?  Tell  something  of  the  treatment  of 
the  Jews  in  Russia,  from  The  Promised  Land,  by  Mary 
Antin,  chap.  i.  In  what  ways  was  Mary  Antin  free 
when  she  came  to  America?  Could  she  do  anything 
she  liked?  What  does  liberty  mean? 

Who  puts  up  the  sign,  "  Keep  off  the  grass  "  ?  If  you  were 
grown  up,  would  you  make  laws  against  having  the 

1  From  a  speech  at  Indiaoapolis,  February  11,  1861. 


GRADE  V:  THE   NATION  199 

new  grass  trampled  on,  the  shrubs  torn,  the  street 
lamps  broken?   Why? 

What  is  the  opposite  of  self-government  ?  Slavery, 
tyranny  or  even  anarchy,  which  means  having  no 
government.  Have  you  ever  seen  any  one  who  was  a 
slave  to  his  bad  habits?  We  are  slaves  if  we  can't 
make  ourselves  work,  but  have  to  be  driven  hke  cattle; 
slaves  if  we  can't  resist  temptation;  can't  say  no  when 
some  one  asks  us  to  do  what  is  wrong;  can't  make 
ourselves  go  to  bed  or  begin  to  study  when  it  is  time; 
can't  resist  looking  out  of  the  window  and  wasting  time. 

Cultivate  the  power  of  governing  yourself.  Keep  your 
desk  in  good  order;  it  is  yours  to  rule  over. 

"Greater  is  he  that  ruleth  his  spirit  than  he  that  taketh 
a  city."  Do  you  agree  with  this  proverb?  Give  an 
example  of  self-control  under  pain;  imder  provocation 
to  anger;  under  nervousness.  We  hear  the  phrase, 
"He  went  all  to  pieces  when  he  lost  the  prize."  Why 
would  a  person  who  had  self-control  not  go  to  pieces  if 
he  lost?  What  conduct  shows  self-government  when 
a  fire  breaks  out  in  school? 

Who  makes  the  rules  in  a  baseball  game?  "WTio  enforces 
the  rules?  Why  do  you  want  them  enforced?  WTiat  is 
the  value  of  having  an  umpire?  Why  is  it  best  to 
have  one  boy  made  captain?  Is  the  President  of  the 
United  States  like  a  captain  to  lead  his  nation?  What 
are  some  of  his  duties?  Where  is  the  City  Hall  or 
the  Town  Hall?  What  goes  on  there?  Who  elect  the 
people  who  govern  us? 

Read:  "The  First  Thanksgiving  day,"  Alice  Brother- 
ton,  and  "Five  Kernels  of  Com,"  Hezekiah 
Butterworth,  in  Days  and  Deeds,  Burton  E. 
and  Elizabeth  Stevenson.  Baker  Taylor  Co. 


200  A  COURSE  IN  CITIZENSHIP 

What  are  all  the  advantages  of  our  country?  How  dan 

we  repay  them? 
Learn:  "Freely  ye  have  received,  freely  give." 
Read:  "Thanksgiving  Day  in  America,"  Mary  Lowe, 
in  Thanksgiving,  Robert  H.  Schauffler.  Moffat, 
Yard  &  Co. 
Refer  to  Lessons  for  Junior  Citizens,  Mabel  Hill,  Ginn  & 
Co.,  for  accounts  of  city  departments,  and  to  Town 
and  City,  Frances  GuUck  Jewett   (Gulick  Hygiene 
Series,    Ginn  &  Co.);   to  Thanksgiving,  Robert  H. 
Schauffler,    for  varied    material    for   Thanksgiving 
day. 
Read:  Scouting  for   Boys,   Baden   Powell.     Pearson, 
London. 
Character  Training,  Jane  Brownlee.   Houghton 

Mifflin  Co. 
The  Wonder  Workers,  pp.  54-94,  Mary  H.  Wade, 
Little,  Brown  &  Co.,  for  an  account  of  the 
George  Jimior  Republic. 

THE  PILGRIMS,   1620-16301 

SARA  R.  o'bRIEN 

Columbus's  work  was  done  when  he  showed  the  way 
to  America.  It  was  easy  enough  for  others  to  follow. 
Soon  others  did  follow.  During  the  next  one  hundred 
years,  many  people  from  Europe  came  to  see  the  wonder- 
ful new  country.  Some  came  in  search  of  gold,  some  for 
love  of  adventure.  Still  others  came  to  claim  part  of  the 
new  land  in  the  name  of  their  native  country. 

Others,  however,  came  for  a  far  better  purpose  than  to 
acquire  land  or  riches.  Three  hundred  years  ago  there 
were  troublous  times  in  some  parts  of  Europe.  In  Eng- 

* 'From  English  for  Foreignert,  Book  n.    Houghton  MifBin  Co. 


GRADE  V:  THE  NATION  201 

land  the  people  had  very  few  rights  in  matters  of  church 
and  government.  King  James  I  of  England  compelled 
all  his  people  to  attend  his  church  and  to  pay  taxes  for  it, 
whether  they  wanted  to  or  not. 

Many  people  did  not  like  King  James's  church,  and 
some  of  them  decided  to  leave  England.  They  fled  to 
Holland,  but  it  was  such  a  strange  country  to  them  that 
they  were  homesick  and  unhappy  there.  Where  could 
they  go  next?  There  was  now  no  place  left  but  America, 
and  they  made  up  their  minds  to  try  this  unknown  land. 
They  were  a  brave  little  band  of  pilgrims  seeking  a  place 
to  worship  God  in  their  own  way. 

One  day  about  one  hundred  of  them  set  sail  in  a  small 
ship  named  Mayflower.  After  a  long  and  stormy  voy- 
age, they  reached  the  shores  of  America.  The  time  was 
December,  in  the  year  1620,  and  a  season  of  bitter  cold 
and  drifting  snow. 

They  made  their  first  landing  at  the  place  we  now 
call  Plymouth  on  the  coast  of  Massachusetts.  No 
warm  houses  or  waiting  friends  were  ready  for  them. 
On  all  sides  were  nothing  but  drifting  snow  and  dark 
forests. 

How  hard  that  first  winter  was !  Their  sufferings  from 
cold  and  hunger  were  so  great  that  half  their  number 
died.  But  early  spring  brought  new  hope  to  all,  and  with 
fresh  courage  they  set  to  work.  They  did  not  waste  their 
time  searching  for  gold.  The  men  chopped  down  trees 
and  built  log  cabins.  They  planted  corn  and  barley  on 
the  cleared  land.  They  made  friends  with  the  Indians. 
And  so  great  was  their  hope  that  when  the  Mayflower 
returned  to  England  in  the  spring  not  one  of  their  num- 
ber cared  to  go  back.  Liberty  with  all  its  hardships  was 
sweeter  than  life  in  their  old  home. 

Soon  other  people  began  to  come  from  England  to 
make  their  homes  near  the  little  settlement  at  Plymouth. 
Slowly  the  colony  grew  and  prospered,  for  the  Pilgrims 


202  A  COURSE  IN  CITIZENSHIP 

brought  with  them  the  right  ideas  of  freedom.  One  of  the 
first  things  they  did  was  to  make,  and  promise  to  obey, 
certain  laws  that  were  for  the  good  of  all. 

They  chose  one  of  their  number  to  be  their  leader,  and 
they  called  him  governor.  They  believed  that  the  people 
themselves  should  rule.  So  whenever  they  wished  to 
settle  an  important  question  they  called  a  general 
meeting  and  settled  the  matter  by  vote. 

We  may  truly  say  that  the  Pilgrim  Fathers  laid  the 
foundations  of  the  government  which  we  enjoy  in  the 
United  States  to-day,  a  government  by  the  people  and 
for  the  people. 

DECEMBER:  E  PLURIBUS  UNUM 

For  the  Teacher: 
ELEGY  ON  THE  DEATH  OF  DR.  CHANNING  ^ 

JAMES  RUSSELL  LOWELL 

Peace  is  more  strong  than  war,  and  gentleness, 

Where  force  were  vain,  makes  conquest  o'er  the  wave; 

And  love  lives  on  and  hath  a  power  to  bless. 
When  they  who  loved  are  hidden  in  the  grave. 

And  often,  from  that  other  world,  on  this 

Some  gleam  from  great  souls  gone  before  may  shine, 

To  shed  on  struggling  hearts  a  clearer  bliss. 
And  clothe  the  Right  with  luster  more  divine. 


Suggestions  for  morning  talks 

Our  national  motto  ought  to  be  the  keynote  of  our  work 
at  home,  in  school,  and  in  the  nation. 

1  From  Lowell's  Complete  Poetical  Works.  Houghton  Mifflin  Co. 


GRADE  V:  THE  NATION  203 

Show  the  class  this  motto  on  our  silver  coins.  What  does 
it  mean?  A  football  team,  a  four-part  chorus,  an 
orchestra,  a  fruit  tree,  a  house,  a  nation  are  many  in 
one.  Each  boy  in  the  team,  each  singer  in  the  chorus, 
each  state  in  the  nation  helps  to  make  the  team,  the 
chorus,  the  nation  possible.  It  needs  him;  he  needs  it; 
and  he  must  sacrifice  his  individual  ambition  to  the 
good  of  the  team. 

Leam:  "For  we  are  members  one  of  another." 

Being  many  in  one,  we  must  obey  our  leader;  we 
must  subordinate  ourselves  pleasantly,  taking  a  mi- 
nor part  in  games  or  songs,  or  plays.  We  must  show 
good  will  to  all  who  help  to  make  us  many  in  one. 

Study  the  different  grocery  provisions,  e.g.,  sugar,  flour, 
dates,  figs,  olives,  prunes,  oranges,  and  the  standard 
articles  like  wool,  rubber,  iron,  sponges,  chalk,  ink,  and 
show  how  we  depend  for  even  the  simplest  life  upon 
many  people  working  as  one. 

Our  family  is  many  in  one,  the  parents  earning  and 
caring  for  the  children;  the  children  making  ready  to 
help  the  parents. 

The  school  is  many  in  one.  The  different  rooms  and 
grades  can  unite  in  morning  exercises,  work  together 
in  manual  training,  or  cooking,  play  together  in  folk- 
dancing  and  athletics. 

The  nation  is  many  in  one.  Study  a  map  and  see  what 
each  State  contributes.  Tell  about  the  House  of 
Governors. 

Leam:  "A  house  divided  against  itself  cannot  stand," 
and  "The  Mountain  and  the  Squirrel," 
Ralph  Waldo  Emerson.  Poems,  Houghtop 
Mifflin  Co. 


«04  A  COURSE  IN  CITIZENSHIP 

E  PLURIBUS  UNUM^ 

GEORGE   WASHINGTON  CUTTER 

Tho'  many  and  bright  are  the  stars  that  appear 

On  that  flag,  by  our  country  unfurFd, 
And  the  stripes  that  are  swelling  in  majesty  there 

Like  a  rainbow  adorning  the  world; 
Their  light  is  unsullied,  as  those  in  the  sky. 

By  a  deed  that  our  fathers  have  done, 
And  they  're  leagued  in  as  true  and  as  holy  a  tie. 

In  their  motto  of  "Many  in  One." 

From  the  hour  when  those  patriots  fearlessly  flung 

That  banner  of  starlight  abroad, 
Ever  true  to  themselves,  to  that  motto  they  clung 

As  they  clung  to  the  promise  of  God ; 
They  conquered,  and,  dying,  bequeathed  to  our  care 

Not  this  boundless  dominion  alone. 
But  that  banner  whose  loveliness  hallows  the  air. 

And  their  motto  of  "Many  in  One." 

Then  up  with  our  flag!  —  let  it  stream  on  the  air; 

Though  our  fathers  are  cold  in  their  graves, 
They  had  hands  that  could  strike  —  they  had  souls  that 
could  dare,  — 

And  their  sons  were  not  bom  to  be  slaves. 
Up,  up  with  that  banner!  —  where'er  it  may  call. 

Our  millions  shall  rally  around. 
And  a  nation  of  freemen  that  moment  shall  fall. 

When  its  stars  shall  be  trailed  on  the  ground. 

»  From  Days  and  Deeds,  compiled  by  Burton  E.  Stevenson  and  Elizabeth  Stevenson. 
The  Baker  &  Taylor  Co. 


GRADE  V;  THE  NATION  205 

THE  OLD  MAN  AND  HIS  SONS  ^ 

SARA   R.   o'bRIEN 

An  old  man  had  many  sons  who  were  always  quarrel- 
ing. At  last  the  father  called  them  to  him.  He  showed 
them  a  bundle  of  sticks  tied  together.  He  said  to  them, 
"Break  this  bundle."  Each  of  the  sons  tried  to  break  it 
but  could  not. 

The  father  untied  the  bundle  and  told  each  son  to 
break  one  stick.  They  could  do  this  easily.  Then  the 
father  said,  "If  all  of  you  could  stand  together,  no  one 
could  do  you  any  harm,  but  each  one  separate  is  as  weak 
as  one  of  the  little  sticks." 

Let  each  member  of  the  class  write  a  composition 
showing  the  application  of  this  story  in  our  commerce, 
our  social  life,  our  civic  and  national  government. 

JANUARY:  RESPONSIBILITY  OF 
EACH  CITIZEN 

For  the  Teacher: 

BOSTON 

RALPH   WALDO  EMERSON 

And  each  shall  care  for  other. 

And  each  to  each  shall  bend. 
To  the  poor  a  noble  brother. 

To  the  good  an  equal  friend. 

A  blessing  through  the  ages  thus 
Shield  all  thy  roofs  and  towers! 

God  with  the  fathers,  so  with  us. 
Thou  darling  town  of  ours ! 

t  From  Engliihjor  Foreigners,  Book  I.  Houghton  Miffin  Co. 


206  A  COURSE  IN  CITIZENSHIP 

For  the  Class: 

THE  CHILD  AND  THE  YEAR 

CELIA   THAXTER 

Said  the  child  to  the  youthful  year: 
"  What  hast  thou  in  store  for  me, 

0  giver  of  beautiful  gifts!  what  cheer. 
What  joy  dost  thou  bring  with  thee?" 

"My  seasons  four  shall  bring 

Their  treasures :  the  winter's  snows. 
The  autumn's  store,  and  the  flowers  of  spring* 
And  the  summer's  perfect  rose. 

"All  these  and  more  shall  be  thine. 
Dear  child  —  but  the  last  and  best 
Thyself  must  earn  by  a  strife  divine. 
If  thou  wouldst  be  truly  blest. 

"Wouldst  know  this  last,  best  gift? 
*T  is  a  conscience  clear  and  bright, 
A  peace  of  mind  which  the  soul  can  lift 
To  an  infinite  delight. 

**  Truth,  patience,  courage,  and  love. 
If  thou  unto  me  canst  bring, 

1  will  set  thee  all  earth's  ills  above, 
O  child!  and  crown  thee  a  king!  " 

Suggestions  for  morning  talks 

The  subject  of  this  month  grows  out  of  the  last.  We  are 
each  responsible  because  we  are  each  needed  to  make 
up  one  nation.  Responsible  means  that  we  will  re- 
spond, and  take  our  part.  The  President:  For  what 


GRADE  V:  THE   NATION  207 

is  he  responsible?  Congress?  the  State  Legislatures? 
the  City  Aldermen?  the  Town  Clerk?  the  heads  of 
municipal  departments?  For  what  is  every  voter 
responsible?  every  housekeeper?  every  scholar? 
School  is  given  us  freely  by  all  the  people  so  that 
we  may  be  active,  helpful  citizens.  The  citizen  must 
be  able  to  read,  write,  earn  a  living,  and  understand 
about  our  laws  and  government. 
Scholars  are  responsible  for  being  on  time  every  day;  for 
regularity  —  not  missing  without  an  excellent  reason; 
for  faithfulness  in  work.  KipUng  said  ^ :  — 

"If  you  can  fill  the  unrelenting  minute 
With  sixty  seconds'  worth  of  distance  run. 
Yours  is  the  Earth  and  everything  that's  in  it; 
And,  what  is  more,  —  you'll  be  a  man,  my  son." 

Take  up  New  Year's  Resolutions:  What  are  the  best 

ones  to  make? 
Study  the  responsibility  of  the  locomotive  engineer  on 
his  engine;  the  captain  and  officers  on  a  steamer;  the 
doctor  and  nurse  in  illness. 
Read:  "The  Wreck  of  the  Republic,"  in  Cabot's  Ethics 
for  Children,  Houghton  Miflflin  Co. 
Stories  from  Clara  Barton's  History  of  the  Red 
Cross.   American  Historical  Press. 
"The  Policeman,"  by  Theodore  Roosevelt,  from 
the  "Roll  of  Honor  of  the  New  York  Pohce," 
Century  Magazine,  October,  1897.      (Quoted 
also  in  School  Speaker  and  Reader,  p.  257, 
William  De  Witt  Hyde.    Ginn  &  Co.) 
We  make  the  rules  of  our  clubs;  it  is  disloyal  not  to  obey 
them.  All  the  people  make  the  laws  of  the  nation;  it  is 
disloyal  not  to  obey  them. 

1  In  "  If,"  Rewards  and  Fairiet,  Doubledajr,  Page  &  Co. 


208  A  COURSE  IN  CITIZENSHIP 

Look  up  the  laws  you  are  likely  to  break.  Teachers  can 
find  out  about  these  laws  from  the  town  or  county 
clerk,  —  throwmg  paper  and  rubbish  in  the  streets; 
breaking  street  lamps;  ringing  fire  alarms;  stealing 
apples;  breaking  windows;  playing  baseball  in  public 
streets;  playing  craps;  marking  buildings. 
Be  a  supporter  of  the  government  and  of  American 
ideals  by  keeping  paper  off  the  streets;  not  blocking 
the  sidewalk  as  you  come  from  school;  giving  up  your 
seat  to  older  people;  putting  out  brush  fires  and  refus- 
ing to  light  any;  holding  yourself  upright  in  bearing, 
in  honesty,  in  thought,  as  well  as  word;  reporting  any 
sign  of  danger;  forming  Junior  Civic  Leagues  or  Good 
Government  Clubs. 
Read  the  pamphlets  of  the  Forestry  Commission  in  rela- 
tion to  fires.  Tell  of  the  Boy  Scouts  of  America. 
Read :  Under  the  Old  Elm,  Lowell  (extract  about  Wash- 
ington). R.L.S.  No.Z.  Houghton  Mifflin  Co. 
Ode  to  the  Duke  of  Wellington^  Tennyson.  R.L.S. 

No.  73.  Houghton  Mifflin  Co. 
Scouting  for   Boys,    Baden    Powell.     Pearson, 
London. 


THE  LITTLE  SIX* 

ELLA    LYMAN   CABOT 

Every  spring  when  the  snow  melts  along  the  banks  of 
our  great  rivers  there  is  danger  of  a  flood.  Thirty  years 
ago  the  Ohio  River  overflowed  its  banks  for  a  thousand 
miles.  Even  the  city  of  Cincinnati  was  like  a  large  stream. 
Men  and  women  went  out  in  boats  and  passed  food  to 
the  hungry  people  at  third  story  windows.   Sometimes 

^  Bewritteo  fr<Hn  a  story  in  the  Erie  Despatch,  March  24, 1884. 


GRADE  V:  THE   NATION  209 

great  buildings  were  undermined  and  small  houses  went 
floating  down  stream.  Six  children  in  Waterford, 
Pennsylvania,  heard  of  the  flood.  They  were  not  only 
sorry;  they  decided  to  help.  They  gave  an  entertain- 
ment and  raised  $51.25,  which  was  sent  to  Miss  Clara 
Barton,  President  of  the  Red  Cross  Association,  to  be 
put  where  it  would  do  most  good. 

Miss  Barton  was  much  touched  by  the  children's  gift. 
She  wanted  to  give  it  to  children  who  had  suffered  in  the 
flood.  One  day  as  she  went  down  the  Ohio  River  she 
came  upon  just  the  family  she  most  wanted  to  help  —  a 
widow,  Mrs.  Plew,  with  six  children.  They  owned  their 
farm  on  the  banks  of  the  river  with  two  horses,  three 
cows,  thirty  hogs,  and  some  hens,  and  till  the  flood  came 
they  managed  to  get  on.  But  the  flood  swept  away  their 
horses,  sickness  came  among  the  hogs,  and  one  night  a 
great  gale  blew  down  their  house.  They  had  to  live  in 
the  corn-crib,  with  the  twenty-five  hens  clucking  about 
the  door.  They  kept  even  this  place  neat  and  clean. 
They  were  poor  and  in  trouble,  but  they  were  brave  and 
industrious  still.  "If  we  only  had  a  little  money  we 
could  build  a  house  higher  up  on  the  bank,"  said  the 
mother. 

"There  are  six  children,"  thought  kind  Miss  Barton; 
"here  is  the  very  place  to  give  the  money."  She  told  the 
woman  the  story  of  the  Waterford  children  who  wanted 
to  help,  and  offered  her  their  gift  that  she  might  rebuild 
her  house.  With  a  voice  full  of  deep  feeling  the  wo- 
man answered,  "God  knows  how  much  it  would  be 
to  me.  Yes,  with  my  good  boys  I  can  do  it,  and  do 
it  well." 

"And  shall  you  name  the  house  when  it  is  built?" 

"Oh,  yes,"  she  answered  quickly,  "I  shall  name  it  The 
Little  Six." 

When  the  six  contributors  heard  how  their  money  had 
been  spent  they  wrote  this  letter:  — 


210  A  COURSE  IN  CITIZENSHIP 

Dear  Miss  Barton, 

We  read  your  nice  letter  in  the  Despatch  and  we  would 
like  very  much  to  see  that  house  called  "The  Little  Six," 
and  we  are  so  glad  we  little  six  helped  six  other  little 
children,  and  we  thank  you  for  going  to  so  much  trouble 
in  putting  our  money  just  where  we  would  have  put  it 
ourselves. 

Sometime  again  when  you  want  money  to  help  you 
in  your  good  work,  call  on  the  "Little  Six,"  — 

Joe  Farrar,  twelve  years  old. 

Florence  Howe,  eleven  years  old. 

Mary  Barton,  eleven  years  old. 

Reed  White,  eleven  years  old. 

Bertie  Ensworth,  ten  years  old. 

Lloyd  Barton,  seven  years  old. 


FEBRUARY:  GREAT  AMERICANS 

For  the  Teacher: 

Let  us  now  praise  famous  men  and  our  fathers  that 
begat  us.  The  Lord  hath  wrought  great  glory  by  them 
through  his  great  power  from  the  beginning. 

Leaders  of  the  people  by  their  counsels  and  by  their 
knowledge  of  learning  meet  for  the  people:  wise  and 
eloquent  in  their  instructions; 

Their  glory  shall  not  be  blotted  out. 

The  people  will  tell  of  their  wisdom,  and  the  congre- 
gation will  show  forth  their  praise. 

Ecclesiasticus  xliv. 

Suggestions  for  morning  talks 

Our  Great  Statesmen: 

What  qualities  does  it  take  to  be  a  great  statesman? 
Can   he   be   narrow-minded,   prejudiced,   unfair? 


GRADE  V:  THE   NATION  211 

Must  he  be  able  to  get  on  with  all  kinds  of  people? 
How  do  we  learn  to  get  on  well  with  people?  Wash- 
ington said:  My  first  wish  is  to  see  the  whole  world 
at  peace  and  the  inhabitants  of  it  as  one  band  of 
brothers,  striving  which  should  contribute  most  to 
the  happiness  of  manldnd. 
See,  if  you  can,  the  Educational  Mo\Tng  Picture  of 
the  Declaration  of  Independence.  John  Adams, 
Thomas  Jefferson,  and  Benjamin  Franklin  were 
great  statesmen,  for  they  planned  for  the  good  of 
the  whole  country.  The  great  statesman  cannot  be 
bribed.  Tell  the  story  of  Washington*s  rejection  of 
the  crown.  The  great  statesman  thinks  of  the 
future  of  his  country.  Benjamin  Franklin's  gift  to 
Boston.  The  great  statesman  loves  his  whole 
country.  Lincoln's  fairness  to  the  South.  The 
great  statesman  is  generous.  John  Hay's  attitude 
in  giving  indemnity  to  China.  The  great  states- 
man works  for  good  will.  Stories  of  William  Penn, 
Hugo  Grotius,  Henry  of  Navarre.  (See  The  Friend- 
ship of  Nations^  pp.  34-38,  Lucile  Gulliver.  Ginn 
&  Co.)  The  great  statesman  forgives  his  enemies. 
Tell  of  the  death  of  McKinley. 
Read:  "Ezekiel  and  Daniel,"  in  An  American  Booh  of 

Golden  Deeds,  James  Baldwin.  American  Book 

Co. 
"  John  Quincy  Adams  and  the  Right  to  Petition," 

Henry  Cabot  Lodge,  in  Hero  Tales  from  Ameri* 

can  History.  Century  Co. 


212  A  COURSE  IN  CITIZENSHIP 

SAMUEL  GRIDLEY  HOWE^ 

LAURA  E.   RICHARDS 

Dr.  Samuel  Howe  is  famous  because  of  his  devotion 
to  blind  people.  As  a  lad  he  decided  that  he  wanted 
to  spend  his  life  in  helping  people.  Up  to  that  time, 
there  had  been  no  teaching  for  the  blind  in  this  country. 
If  a  child  was  blind,  it  must  sit  with  folded  hands  at 
home,  while  the  other  children  went  to  school  and  to 
play.  Now  a  school  for  blind  children  was  about  to  be 
started  in  Boston,  and  Dr.  Howe  was  asked  if  he  would 
take  charge  of  it.  This  was  just  what  he  wanted.  But 
first  he  went  to  Europe,  where  the  teaching  of  the  blind 
had  already  begun.  Having  learned  all  that  was  to  be 
learned  in  those  days  about  teaching  the  blind,  he  came 
home,  and  took  up  his  new  work,  which  was  to  end  only 
with  his  life. 

First  of  all,  he  put  a  bandage  over  his  own  eyes,  and 
wore  it  for  some  time,  so  that  he  might  realize  a  little  of 
what  it  meant  to  be  blind.  Then,  he  found  some  little 
blind  children,  took  them  home  to  his  father's  house, 
and  taught  them  to  read  and  write  by  means  of  raised 
letters  which  they  could  feel,  and  by  means  of  raised 
lines,  which  enabled  them  to  guide  the  pencil  and  keep 
the  lines  straight.  He  made  maps  for  them,  with  raised 
dots  of  rough  plaster  for  mountains,  and  pins'  heads  for 
cities;  their  little  fingers  felt  of  all  these  things,  and 
became  so  skillful  that,  in  a  short  time,  they  could  read 
as  rapidly  as  many  children  who  can  see. 

When  people  heard  that  blind  children  could  be 
taught  to  read,  more  and  more  parents  brought  children 
to  the  new  school.  Soon,  the  house  could  not  hold  them. 
There  was  no  room  and  no  money  to  carry  on  the  fast- 
growing  school. 

^  Abridged  from  Two  Noble  Lives.  Dana  Estes  Co. 


GRADE  V:  THE  NATION  213 

Dr.  Howe's  favorite  saying  was,  "Obstacles  are  things 
to  be  overcome ! "  So  he  took  his  blind  pupils  before  the 
Legislature,  showed  what  he  had  done,  and  asked  for 
money.  The  Legislature  voted  to  give  six  thousand  dol- 
lars a  year  to  the  school;  and  soon  after,  a  Boston  gentle- 
man. Colonel  Perkins,  gave  his  fine  house  and  garden  for 
the  use  of  the  little  blind  children. 

But  this  did  not  satisfy  Dr.  Howe.  The  blind  children 
of  his  own  State  were  now  provided  for;  but  he  knew 
that  in  other  States  the  blind  children  were  still  sitting 
with  folded  hands,  knowing  nothing  of  the  pleasant 
world  of  books,  unable  to  write,  sew,  knit,  or  play  the 
piano.  So  he  went  from  State  to  State,  taking  a  little 
band  of  children  with  him,  going  before  the  Legislatures, 
showing  what  the  children  had  learned  to  do,  begging 
them  to  help  the  blind  children  of  their  own  State. 
And  in  his  footsteps  sprang  up  schools  for  the  blind. 

In  the  year  1837  Dr.  Howe  overcame  an  obstacle  that 
people  had  always  thought  could  never  be  overcome. 
He  heard  of  a  little  girl,  named  Laura  Bridgman,  who 
was  deaf,  dumb,  and  blind.  She  had  lost  her  sight  and 
hearing  when  she  was  a  baby;  she  was  now  seven  years 
old,  and  could  neither  see,  hear,  smell,  nor  —  save  in  a 
very  slight  degree  —  taste.  Dr.  Howe  persuaded  her 
parents  to  let  her  come  to  the  Perkins  Institution.  Here 
he  set  himself  patiently  to  bring  the  child's  mind  out  of 
darkness  into  light. 

He  took  things  in  common  use,  such  as  knives,  forks, 
spoons,  keys,  and  so  forth,  and  pasted  on  them  labels 
with  their  names  in  raised  letters.  These  he  gave  to 
Laura,  who  felt  of  them  carefully.  She  soon  found  that 
the  crooked  lines  "spoon"  on  one  object  were  different 
from  the  crooked  lines  "key"  on  another.  Next  he  gave 
her  some  of  the  labels  without  the  objects;  and  she  soon 
found  that  they  bore  the  same  crooked  lines  that  were 
on  the  spoons,  keys,  etc.  After  a  little  time  she  would 


214  A  COURSE  IN  CITIZENSHIP 

lay  the  "spoon'*  label  on  the  spoon,  the  "key"  label 
on  the  key,  and  so  on,  of  her  own  accord;  then  Dr. 
Howe  would  pat  her  on  the  head,  and  she  knew  he  was 
pleased. 

One  day  Dr.  Howe  gave  her  the  different  letters  of 
the  word  on  separate  bits  of  paper.  First  he  put  them  in 
the  right  order,  to  spell  "spoon,"  "key,"  "book,"  etc.; 
then  he  mixed  them  up  in  a  heap,  and  made  a  sign  to  her 
to  arrange  them  herself.  This  she  did,  patiently  and 
correctly;  but  still  she  was  merely  learning  as  a  clever 
dog  learns  tricks.  She  did  not  know  what  it  meant,  nor 
why  she  was  doing  it. 

But  one  day.  Dr.  Howe  saw  her  face  change.  Light 
seemed  to  flash  over  it.  All  in  a  moment  it  had  come  to 
her;  she  knew  what  it  all  meant;  she  knew  that  by  these 
raised  marks  on  paper  she  could  make  a  sign  for  every 
thought;  she  knew  that  she  could  make  herself  under- 
stood, and  could  understand  the  thoughts  of  others. 

I  think  this  was  the  happiest  day  of  Dr.  Howe's  life; 
and  since  that  day,  no  blind  deaf-mute  child  has  ever 
needed  to  be  alone  in  the  world. 

Laura  Bridgman  lived  many  years,  and  became  a 
happy,  earnest,  industrious  woman.  She  learned  to  talk 
with  her  fingers,  and  could  talk  faster  than  most  people 
with  their  tongues.  .  .  .  She  was  a  great  reader,  wrote 
many  letters,  sewed  beautifully,  made  lace  and  crochet 
work;  I  doubt  if  she  was  ever  idle.  She  loved  Dr.  Howe 
always  better  than  any  one  else  in  the  world,  and  she  was 
very  dear  to  him  also.  .  .  . 

After  Dr.  Howe's  death,  his  friend.  Dr.  Edward 
Everett  Hale,  wrote  these  words  about  him:  "He  found 
the  blind  sitting  in  darkness,  and  he  left  them  glad  in  the 
sunshine  of  the  love  of  God," 


GRADE  V:  THE   NATION  215 

IVIARCH:  SOCIAL  SERVICE 

For  the  Teacher: 

THE  LAW  OF  LOVE 

RICHARD   C.   TRENCH 

Make  channels  for  the  streams  of  love. 

Where  they  may  broadly  run; 
And  love  has  overflowing  foimts. 

To  fill  them  every  one. 

But  if,  at  any  time,  we  cease 

Such  channels  to  provide. 
The  very  founts  of  love  for  us 

Will  soon  be  parched  and  dried. 

For  we  must  share,  if  we  would  keep. 

That  blessing  from  above: 
Ceasing  to  give,  we  cease  to  have,  — 

Such  is  the  law  of  love. 

Suggestions  for  morning  talks 

Tell  the  story  of  "  Margaret  of  New  Orleans,"  Sara  Cone 

Bryant,   in  Stories  to   Tell  to  Children,    Houghton 

Mifflin  Co. 
Different  ways  of  social  service:  — 

Kindness  to  animals  : 

Read:  Black  Beauty,  AnnaSewall.  American  Humane 
Education  Society. 

Learn:  "Forbearance,"  by  Ralph  Waldo  Emerson, 
p.l69,  and  "A  Lesson  of  Mercy,"  by  Alice  Cary, 
p.  36,  in  Ethics  for  Children,  Ella  Lyman  Cabot. 


216  A  COURSE  IN  CITIZENSHIP 

Read:  "Garm  —  A  Hostage,"  by  Kipling.  In  Ac- 
tions and  Reactions.  Doubleday,  Page  &  Co. 
Learn  what  food  each  animal  and  bird  needs.  See 
whether  there  are  drinking-f ountains  for  horses  and 
dogs  in  your  town.  If  not,  plan  with  the  class  to 
help  get  one.  Take  care  of  the  birds:  they  are  ex- 
posed to  danger  from  owls,  cats,  snakes,  wind,  cold, 
hunger,  and  thirst.  They  need  you  for  a  friend. 
Care  of  the  sick  : 

Tell  the  story  of  "Walter  Reed  and  Yellow  Fever"  in 
Ethics  for  Children,  Ella  Lyman  Cabot,  p.  226;  of 
"Dorothy  Dix"    {An  American  Book  of  Golden 
Deeds,  James  Baldwin.  American  Book  Co.). 
Care  of  the  unfortunate : 
Clara  Barton  and  the  Ohio  Floods.    The  Sicilian 
Earthquake.     In    The  Red  Cross,  Clara  Barton. 
American  Historical  Press. 
Read:  "The  Good  Bishop,"  by  Victor  Hugo,  in  Les 

Miserdbles.   Little,  Brown  &  Co. 
Care  of  the  poor  : 

Labrador,  Wilfred  T.  Grenfell,  The  Macmillan  Co. 
Read:  The  Friendship  of  Nations,  p.  236,  Lucile  Gul- 
liver. Ginn  &  Co. 
An  American  Book  of  Golden  Deeds,  James  Bald- 
win. American  Book  Co. 
Ethics  for  Children,  Ella  Lyman  Cabot  ("He  that 
is  Faithful,"  p.  132,  and  "Fellow  Laborers," 
p.  90).    Houghton  Mifflin  Co. 
"  The  Street  Cleaning  Brigade,"  Colonel  War- 
ing,  in  Town  and  City,  Frances  G.  Jewett, 
Gulick  Hygiene  Series.    Ginn  &  Co. 


GRADE  V:  THE  NATION  217 

THE  McCLENNY  NURSES  ^ 

CLABA    BARTON 

A  small  band  of  nurses,  men  and  women,  were  steam- 
ing onwards  in  the  train  to  Jacksonville,  Morida,  where 
yellow  fever  had  broken  out.  To  them  came  their 
leader.  Colonel  Southmayd.  "Some  way  ahead,'*  said  he, 
"  is  the  little  town  of  McClenny  where  the  plague  is  also 
in  full  force.  The  town  is  quarantined  on  all  sides;  it  is 
without  nurses,  medicines,  comforts  for  the  sick,  even 
without  food.  Shall  I  leave  some  of  you  there?  This 
train  is  not  allowed  to  stop  at  the  town,  but  if  I  can 
manage  to  get  it  to  slow  up  .  .  .  will  you  jump?" 

"We  will  do  what  you  say.  Colonel.  We  are  here  in 
God's  name  and  service  to  help  His  people;  for  Him, 
for  you  and  for  the  Red  Cross  we  will  do  our  best." 

"Conductor,  don't  you  thhik  you  might  slow  up  after 
passing  McClenny?" 

"I  will  slow  up.  Colonel,  though  I  may  lose  my  place 
for  it." 

One  mile  beyond  town,  the  rain  pouring  in  torrents, 
the  ground  soaked,  slippery  and  caving,  out  into  pitiless 
darkness  leaped  three  men  and  seven  women  from  a 
puflSng,  unsteady  train.  No  physician  was  with  them, 
and  no  leader.  They  only  knew  that  they  were  needed 
and  must  do  their  best. 

Taking  each  others'  hands,  so  that  they  might  not  lose 
one  another  in  the  darkness,  they  scrambled  back  over 
the  slippery  railroad  bed  to  the  fever-stricken  village. 
That  very  night,  after  drying  their  clothes,  they  planned 
what  to  do  and  each  took  his  or  her  share  of  patients. 

Dr.  Gill,  a  Norwegian  by  birth,  tall,  honest,  and  true 
as  the  pines  of  his  native  land,  was  sent  from  New 
Orleans,  and  under  his  wise  direction  they  again  found  a 

>  Adapted  from  The  Red  Crots.    American  Historical  Press. 


218  A  COURSE  IN  CITIZENSHIP 

leader.  During  the  few  days  Colonel  Southmayd  was 
in  Jacksonville,  he  sent  them  comforts  for  the  sick  and 
nourishing  food  for  themselves,  but  after  that,  they  got 
on  as  best  they  could,  finding  and  cooking  their  own 
meals.  The  nurses  often  gave  to  the  sick,  the  chil- 
dren, the  old  and  the  helpless,  what  they  needed  for 
their  own  strength.  Many  were  the  records  of  seventy- 
two  hours  without  change  or  sleep,  almost  without  sit- 
ting down,  and  many  were  the  unselfish  deeds  which  we 
shall  never  know.  Mr.  Wilson,  a  big,  colored  man,  took 
charge  of  a  small  hospital  with  six  patients,  cared  for 
them  all  without  an  hour's  relief  from  any  person,  and 
saved  every  case.  Edward  Holyland,  a  young  man  of 
twenty-nine,  who  was  chief  nurse,  found  a  neglected 
Italian  family  a  mile  or  more  outside  the  town.  He 
nursed  them  there  alone,  and  when  the  young  son,  a  lad 
of  thirteen  or  fourteen,  died,  there  being  no  one  to  bury 
him  there,  Mr.  Holyland  wrapped  him  in  a  blanket  and 
brought  him  into  town  on  his  back.  As  the  fever  was 
gradually  conquered  by  their  experience  and  skill,  the 
nurses  reached  out  to  other  freshly  attacked  hamlets. 
The  town  of  Enterprise,  one  hundred  miles  below,  called 
to  them  for  aid;  they  all  turned  back  from  the  hope  of 
home  and,  after  a  bare  two  days  of  the  rest  they  so 
needed,  they  added  another  month  of  toil  to  their  already 
weary  record. 

On  November  4th  they  went  into  camp  for  their  ten 
days  of  quarantine  before  they  could  go  home  to  New 
Orleans  for  Thanksgiving.  To  them  here  the  Red  Cross 
organization  sent  a  number  of  its  members  to  give 
thanks  to  the  unselfish,  faithful  band.  A  meeting  was 
held  in  the  headquarters  tent.  There  were  officers  of  the 
camp,  well-wishers  from  all  the  countryside,  and  in  the 
center  the  ten  nurses  themselves  whose  names  deserve 
never  to  be  forgotten  —  Eliza  Savier,  Lena  Seymour, 
Elizabeth  Eastman,  Harriet  Schmidt,  Lizzie  Louis, 


GRADE  V:  THE   NATION  219 

Rebecca  Vidal,  Annie  Evans,  Arthur  Duteil,  Frederick 
Wilson,  and  Edward  Holyland;  four  Americans,  one 
German,  one  French,  one  Irish,  and  three  Africans. 
They  wore  no  uniform;  their  only  distinguishing  feature 
was  the  umbia  or  turban  and  a  pitiful  little  misshapen 
tattered  Red  Cross  made  by  their  own  hands  and  pinned 
on  their  breasts. 

Telegrams  had  arrived  from  all  parts  of  the  country 
giving  thanks  for  the  help  received.  The  Mayor  of 
McClenny  spoke  with  trembling  voice  the  gratitude 
which  his  town  felt:  "I  fear  the  nurses  often  worked  in 
hunger,  but  they  brought  us  to  our  feet,  and  the  bless- 
ing of  every  man,  woman  and  child  is  on  them."  The 
nurses  told  of  the  work  of  their  comrades,  and  Dr.  Gill 
placed  before  the  meeting  his  matchless  record  of  cases 
attended  and  lives  preserved.  He  testified  to  the  won- 
derful work  of  the  nurses,  standing  firm  through  every- 
thing, with  never  a  word  of  complaint  through  all  those 
trying  months. 

A  few  days  later,  the  north-bound  train  halted  and 
took  on  board  the  tall  doctor  and  happy  nurses.  Their 
last  words,  as  they  departed  were,  "When  you  want  us, 
we  are  ready."  The  love  of  those  they  had  befriended 
and  the  approval  of  a  whole  people,  north  and  south, 
went  with  them. 


APRIL:  PATRIOTISM 

For  the  Teacher: 

LOVE  THOU  THY  LAND 

ALFRED  TENNYSON 

Love  thou  thy  land,  with  love  far-brought 
From  out  the  storied  Past  and  used 


220  A  COURSE  IN  CITIZENSHIP 

Within  the  Present,  but  transfused 
Thro'  future  time  by  power  of  thought. 

Make  Knowledge  circle  with  the  winds; 

But  let  her  herald,  Reverence,  fly 

Before  her  to  whatever  sky 
Bear  seed  of  men  and  growth  of  minds. 

Suggestions  for  morning  talks 

Read:  "The  Army  of  Peace,"  "The  Flag,"  "TOio 
Patriots  Are,"  in  The  Young  Citizen,  Charles 
F.  Dole.  D.  C.  Heath  &  Co. 
"Our  Debt  to  the  Nation's  Heroes,"  from  Amer- 
ican Ideals,  Theodore  Roosevelt.  G.  P.  Put- 
nam's Sons. 
Tell  stories  of  men  who  loved  their  country: 

"  The  Last  Lesson  in  French,"  Alphonse  Daudet,  in 

Stories  to    Tell  to   Children,  Sara  Cone  Bryant. 

Houghton  Mifflin  Co. 

Read:  "Breathes  there  the  man,"  Sir  Walter  Scott. 

The  Lay  of  the  Last  Minstrel,  Canto  VL 

The  Man  without  a  Country,  Edward  E.  Hale. 

Little,  Brown  &  Co. 
"William  Tell,"  and  "Arnold  V.  Winkelreid,"  in 
Fifty  Famous  Stories  Retold,  James  Baldwin. 
American  Book  Co.  Compare  Tell  and  Winkel- 
ried.  Which  seems  to  you  the  more  courageous? 
Write  compositions  on  some  of  the  topics  suggested  in 
American  Hero  Stories,  Eva  March  Tappan.   Hough- 
ton Mifflin  Co. 
Read:  "An  American  in  Europe,"  Henry  van  Dyke,  in 
The  White  Bees  and  Other  Poems,    Charles 
Scribner*s  Sons. 


GRADE  V:  THE   NATION  221 

Two  Noble  Lives,  Laura   E.   Richards.   Dana 

Estes. 
A  Message  to  Garciaf  Elbert  Hubbard.  Roycroft 
Press. 
Leam:  "The  Flag  goes  by,"  H.  H.  Bennett.    R.L.S. 

No.  CC.    Houghton  Mifflin  Co. 
For  questions  on  patriotism,  see  Cabot's  Ethics  for  Chil- 
dren, p.  184. 

NATHAN  HALE 

On  the  6th  of  June,  1755,  was  bom  Nathan  Hale;  his 
father  was  a  farmer  and  deacon  of  his  church,  who 
brought  up  his  boys  in  true  New  England  habits,  hardy, 
self-reliant,  honest  and  loyal.  When  Nathan  was  fifteen, 
he  went  to  Yale  College  and  after  graduating  there  he 
became  a  school-teacher. 

Two  years  later,  on  April  19,  1775,  a  messenger  gal- 
loping from  Boston  brought  the  news  of  the  battle  of 
Lexington  and  the  call  to  arms.  Nathan  Hale  offered 
himself  eagerly  among  the  first.  "Let  us  march  imme- 
diately," he  cried,  "and  never  lay  down  our  arms  till  we 
obtain  our  independence."  He  wrote  to  the  managers  of 
his  school  that  he  went  to  war  because  he  could  serve  his 
country  in  its  time  of  danger. 

As  the  war  went  on.  Hale  began  to  show  what  a  man 
he  was.  The  army  was  short  of  clothes,  food,  ammu- 
nition, and  pay.  The  soldiers  grew  discouraged,  and 
wanted  to  go  home.  Hale,  who  was  now  a  Captain,  tried, 
as  did  the  other  officers,  to  persuade  the  soldiers  not  to  go. 
Finally,  he  went  to  them,  and  dividing  his  own  pay 
among  them,  managed  thus  to  make  them  stay. 

After  the  disastrous  battle  of  Long  Island,  the  Ameri- 
cans were  in  a  worse  state  than  ever.  They  had  to  guard 
long  stretches  of  shore  and  could  not  tell  at  what  point 
the  British  might  land  from  Long  Island  and  attack 


222  A  COURSE  IN  CITIZENSHIP 

them.  General  Washington  felt  that  he  must  know 
more  about  the  British;  he  must  have  maps  of  their 
camp,  lists  of  their  regiments,  and,  if  possible,  some  idea 
of  their  plans.  To  obtain  this  information,  he  must  find 
an  intelligent  spy.  A  counsel  of  oflficers  was  called  and  a 
volunteer  was  asked  for.  No  one  would  go.  The  risks 
were  great:  if  the  spy  were  caught,  a  dishonorable 
death;  even  if  he  was  successful,  little  reward  or  honor. 
So  the  Council  sat  silent  wondering  what  to  do.  Sud- 
denly a  clear  voice  spoke  out:  "I  will  go."  It  was  Cap- 
tain Nathan  Hale.  Truly  loving  his  country,  and  willing 
to  sacrifice  his  own  ambitions,  even  his  life  for  her,  he 
was  the  only  one  ready  to  undertake  the  mission.  His 
friends  begged  him  not  to  go,  but  Hale  answered  with 
warmth:  "I  believe  it  is  my  duty  to  get  this  much- 
needed  information  for  my  country.  I  realize  all  the 
dangers  of  doing  this,  but  I  have  been  in  the  army  a  year 
and  done  no  great  service  for  my  country.  Now  when 
my  chance  comes,  I  will  take  it." 

Hale  dressed  himself  in  the  plain  brown  dress  and 
broad-brimmed  hat  of  a  schoolmaster,  was  rowed  across 
to  Long  Island,  and  somehow  got  into  the  British  camp. 
He  was  there  about  two  weeks,  found  out  all  he  wanted 
to  know,  and  was  just  safely  out  of  the  British  lines  and 
waiting  on  the  shore  to  be  rowed  back  when  some  Brit- 
ish soldiers,  led  by  a  betrayer,  fell  upon  him  and  captured 
him.  He  was  searched;  at  first  they  discovered  only  his 
college  diploma,  but  finally  under  the  inner  soles  of  his 
shoes  they  found  thin  pieces  of  paper,  with  plans,  lists, 
and  notes  about  the  British  army  written  in  Latin.  He 
was  taken  before  General  Howe  and,  as  the  proof  was 
clear,  was  quickly  sentenced  to  be  hung  the  next  morn- 
ing. He  showed  no  fear  at  the  thought  of  death.  He 
said  that  his  only  regret  was  that  his  efforts  to  help  the 
American  army  were  not  successful. 

Hale  was  put  under  guard  of  Provost-Marshal  Cun- 


GRADE  V:  THE   NATION  223 

ningham,  a  brutal  and  cruel  man.  When  Hale  asked  for  a 
clergyman,  he  was  refused;  and  when  he  begged  for  a 
Bible,  that  also  was  denied.  Even  when  he  asked  for 
paper  and  pen,  it  was  only  through  the  kindness  of  a 
young  lieutenant  that  he  managed  to  get  it.  He  wrote 
letters  to  his  friends  and  family,  but  when  his  jailor  read 
them,  he  was  so  furious  at  the  noble  sentiments  he 
found  that  he  tore  them  up,  crying,  "The  rebels  shall 
never  know  they  had  a  man  who  could  die  with  such 
firmness." 

Next  morning,  Hale  was  led  out  to  execution,  friend- 
less and  brutally  treated,  but  still  as  brave  and  loyal  to 
his  country  as  ever.  His  last  words  as  he  was  about  to  die 
will  never  be  forgotten.  "I  only  regret  that  I  have  but 
one  life  to  lose  for  my  country." 


MAY:  FRIENDSHIP  WITH  OTHER 
NATIONS 

For  the  Teacher: 

A   SOLDIER'S  SPEECH 

"Looking  back  in  life  I  can  see  no  earthly  good  which 
has  come  to  me  so  great,  so  sweet,  so  uplifting,  so  con- 
soling as  the  friendships  of  the  men  and  the  women  I 
have  known  well  and  loved  —  friends  who  have  been 
equally  ready  to  give  and  to  receive  kind  oflSces  and 
timely  counsel.  Nothing  will  steady  and  strengthen  you 
like  real  friends,  who  will  speak  the  frank  words  of  truth 
tempered  with  affection  —  friends  who  will  help  you  and 
never  count  the  cost.  Friendship  is  the  full-grown  team- 
play  of  life,  and  in  my  eyes  there  is  no  limit  to  its 
value."  1 

»  "From  Ethics  for  Children,  Ella  Lyman  Cabot,  p.  180.   Houghton  Mifflin  Co. 


224  A  COURSE  IN  CITIZENSHIP 

For  the  Class: 

Make  all  good  men  your  well-wishers,  and  then  in  the 

year's  steady  sifting. 
Some  of  them  turn  to  friends.  Friends  are  the  sunshine 

of  life. 

John  Hay. 

Suggestions  for  morning  talks 

Begin  the  month  by  some  examples  of  the  greatness  of 

friendship. 
Stories  of  the  friendship  of  David  and  Jonathan.  — 

1st  Sam.  XVII,  xviii. 
Read:  "  Jaffar,"  by  Leigh  Hunt  in  The  Garland  of 

Poetry,  Mrs.  E.  M.  Kirkland.     Charles  Scribner*s 

Sons. 
Stories  of  Lamb  and  Coleridge,  in  Ethics  for  Children, 

p.  166,  by  Ella  Lyman  Cabot. 
Learn:  "If  you  have  a  friend  worth  loving,"  in  Ethics 

far  Children,  p.  155. 
Read:    "Where   Love   is,   God   is,"   Leo   Tolstoy. 

Twenty-three  Tales.   Translated  by  L.  &  A.  Maude. 

Oxford  University  Press. 
Friendship  with  those  of  different  Nations. 

The  Story  of  Ruth  and  Naomi. 

Stevenson's  friendship  with  the  Samoans. 

Lincoln's  letter  to  the  workmen  of  Manchester. 

Write  letters  to  school-children  in  other  lands  and 
tell  them  of  your  country. 

"A  Lesson  for  Kings,"  from  the  Jataka  Tales,  in 
Ethics  for  Children,  p.  163. 

Friendship  between  nations. 
Read:  "The  Deep  Sea  Cable,"  Rudyard  Kipling,  in 

The  Seven  Seas,   D.  Appleton  &  Co. 


GRADE  V:  THE   NATION  225 


« 


'America's  Tribute  to  Grotius,"  in  The  Friendship 
of  Nations,  p.   69,  Lucile    Gulliver.     Ginn    & 
Co. 
"Christ  of  the  Andes,"  in  The  Friendship  of  No" 
tions,  pp.  74-76,  Lucile  Gulliver. 
Friendship  of  Holland  and  the  Pilgrims. 
Friendship  of  France  and  America  in  the  Revolution. 


A  MODERN  BAYARD  1 

LAUBA    E.    RICHARDS 

Dr.  Samuel  G.  Howe  had  just  won  his  degree  as  a 
doctor  when  he  heard  of  the  Greek  war  for  freedom.  He 
loved  the  courage  the  Greeks  had  shown  all  through  his- 
tory. He  wanted  to  help  them.  How  could  he  help?  He 
sailed  for  Greece,  and  offered  his  services  as  a  doctor 
in  the  Greek  army  and  navy.  There  he  stayed  for  six 
years,  sharing  the  dangers  and  the  hardships  of  the 
Greeks.  Often  he  slept  under  the  open  sky  with  his  head 
on  a  stone;  often  he  had  no  meat  but  snails  and  roasted 
wasps. 

"Aren't  roasted  wasps  horrid  to  eat?"  his  little 
daughter  asked  him,  years  afterward. 

"Not  at  all,"  he  replied.  "Roasted  to  a  crisp  and 
strung  on  a  straw  like  dried  cherries,  they  were  not  at  all 
bad.  I  was  often  thankful  enough  to  get  them!" 

Once  Dr.  Howe  found  a  wounded  Greek  in  great 
danger  with  the  Turkish  soldiers  coming  up  behind  and 
ready  to  kill  him.  He  lifted  the  Greek  on  to  his  own 
horse  and  he  himself  had  to  go  on  foot  in  danger  of  his 
life.  The  Greek  soldier  recovered  and  became  a  devoted 
friend  to  Dr.  Howe.  He  could  not  bear  to  be  out  of  Dr. 
Howe's  sight  and  slept  at  his  feet  like  a  faithful  dog. 

1  Adapted  from  Two  Noble  Livet.  Daaa  Estes  &  Co. 


226  A  COURSE  IN  CITIZENSHIP 

So  Dr.  Howe  went  about,  in  towns  and  forests  and  on 
the  hills,  caring  for  the  sick  and  wounded;  and  as  he 
went,  his  heart  was  touched  by  the  sight  of  starving 
women  and  children.  He  came  back  to  America  and, 
burning  with  his  story,  he  told  of  the  sorrows  and  suffer- 
ing he  had  seen.  He  asked  for  money,  for  clothes,  and 
for  food.  Quickly  it  was  given,  for  the  need  was  great. 
He  must  have  been  glad  and  proud  of  his  people  when  he 
sailed  for  Greece  in  a  large  ship  full  of  rice,  flour,  money, 
and  cloth  for  the  widows  and  children.  How  the  women 
flocked  about  him  when  he  landed  in  Greece !  It  is  the 
best  of  fun  to  be  happy  over  some  one  else's  happiness, 
and  I  suppose  Dr.  Howe  never  enjoyed  himself  more 
than  when  he  saw  the  hungry  little  Greek  children  con- 
tentedly munching  the  bread  he  had  brought. 

But  many  of  the  people  had  been  made  ill  by  suffering 
and  want  of  food.  For  them  he  started  a  hospital  with 
the  money  he  had  brought  from  America. 

And  then,  wise  Dr.  Howe  thought  about  the  future. 
Do  you  know  what  that  means?  He  wondered  what  all 
these  people  were  to  do  by  and  by  to  earn  money.  And 
he  made  a  plan  for  them  to  build  a  great  wharf  for  their 
harbor.  He  held  a  meeting  of  all  the  people  in  iEgina, 
and  told  them  that  he  was  going  to  build  a  pier,  and  that 
if  they  would  work  he  would  pay  them  for  it.  Instantly 
they  set  to  —  the  men  dragging  great  stones  and  the 
women  and  children  bringing  baskets  of  pebbles  and 
earth  to  fill  in  the  gaps. 

Dr.  Howe  was  as  happy  as  he  was  busy.  One  day  he 
wrote  in  his  diary:  "Getting  on  finely.  The  poor  who 
labor  are  now  five  hundred,  and  it  is  cheering  to  my 
heart  to  go  among  them  and  see  the  change  that  has 
taken  place.  Instead  of,  as  formerly,  humbly  and  trem- 
blingly addressing  me  and  begging  for  assistance,  they 
look  up  brightly  and  confidently,  and  cry  out:  "Wel- 
come among  us,  Sir!'*  and  they  often  add  as  I  go  away. 


GRADE  V:  THE   NATION  227 

"God  bless  your  father  and  mother;  God  save  the  souls 
of  your  relations;  long  life  to  the  Americans!" 

So  Dr.  Howe  worked  and  thought  and  helped  day  by 
day.  He  gave  the  people  seed  to  sow;  he  helped  them  to 
build  houses;  he  made  a  wheelbarrow  himself  and  showed 
them  how  to  make  one.  He  labored  night  and  day  till 
the  people  were  again  at  peace  and  prospering.  Then  he 
went  home. 

Fifteen  years  afterward,  Dr.  Howe  went  again  to 
Greece  and  visited  the  village  he  had  helped.  Presently 
some  one  recognized  him  and  called  out:  "It  is  Dr. 
Howe."  Then  all  the  villagers  rushed  toward  him, 
puUed  him  off  his  horse,  kissed  him,  and  made  a  great 
feast  in  his  honor;  for  he  had  made  America  and  Greece 
one  in  sympathy  and  friendship. 


JUNE:  HOW  WE  CAN  SERVE 
OUR  COUNTRY 

For  the  Teacher: 

A  difficulty  raiseth  the  spirits  of  a  great  man.  He 
hath  a  mind  to  wrestle  with  it  and  give  it  a  fall.  A  man's 
mind  must  be  very  low  if  the  difficulty  doth  not  make 
part  of  his  pleasure.  —  Lord  Halifax.^ 

Suggestions  for  morning  talks 

The  honor  and  glory  of  our  country  depends  on  the 
honor  and  loyalty  of  every  citizen.  Be  prepared. 

An  American  is  truthful;  he  knows  that  truth  alone  is 
strong  enough  to  support  him  in  trial.  Read  stories  of 
Lincoln's  honesty. 

A  true  American  is  faithful;  he  will  not  betray  his  trust. 

*  Quoted  in  A  Multitude  of  Counsellors,  J.  N.  Laraed.  Houghton  Mifflin  Co. 


228  A  COURSE  IN  CITIZENSHIP 

Tell  the  story  of  Binns,  wireless  operator  on  the 
Republic,  Grade  VI,  p.  272. 
A  true  American  is  courteous,  for  he  represents  his  na- 
tion. For  example,  we  rise  for  ladies  in  street-cars;  let 
them  pass  first;  always  give  up  the  end  seat. 
Read:  "A  Four-footed  Gentleman,"  Ethics  Jor  ChU- 

dreuy  p.  28. 
"Purring  When  You're  Pleased,"  Mrs.  Alfred  Gatty, 
Parables  from  Nature.  Everyman's  Library.   E.  P. 
Button  &  Co. 
The  Wonder  Workers,  Mary  H.  Wade.  Little,  Brown 
&Co. 
All  true  citizens  are  brave.  They  resist  fear  that  they 
may  win  their  aim. 

Motto:  He  has  not  learned  the  lesson  of  life  who  does 
not  every  day  surmount  a  fear.  —  Emerson. 
Let  the  children  whenever  possible  take  excursions  to 
places  of  historic  interest.  Give  them  a  chance  to  dis- 
cuss the  stories  they  read  and  to  bring  in  new 
stories  of  achievement  under  difficulty.  The  material 
about  how  we  can  serve  our  country  is  plentiful  and 
delighting.  The  following  books  will  arm  the  pupils 
with  zeal  for  service. 

Heroes  of  Everyday  Life,  Fanny  E.  Coe.  Ginn  &  Co. 
Duty,  Samuel  Smiles,  chap,  vii  (on  the  sailor's  cour- 
age).  Harper  Brothers. 
An  American  Book  of  Golden  Deeds,  James  Baldwin. 

American  Book  Co. 
Lessons  for  Junior  Citizens,  Mabel  Hill.    Ginn  &  Co. 
School  Speaker  and  Reader,  William  De  Witt  Hyde. 
Ginn   &  Co.    Sections  on   "American  History," 
"Patriotism,"  "Enterprise,"  and  "Courage." 


GRADE  V:  THE   NATION  229 

THE  ARMY  OF  PEACE  ^ 

CHARLES  F.   DOLE 

The  thousands  of  men  and  women  who  serve  our 
Government  form  an  army;  but  it  is  an  army  of  peace 
and  not  of  war.  It  is  not  to  frighten  men,  but  to  help 
and  benefit  them.  It  is  not  for  the  good  of  Americans 
alone,  but  for  the  good  of  all  people. 

What  kind  of  a  man  do  we  need  for  a  soldier?  He 
must  be  brave  and  obedient;  he  must  not  serve  for  pay, 
nor  for  a  pension,  nor  to  get  honor  for  himself,  nor  in 
order  to  be  promoted  to  a  higher  office.  He  must  serve, 
as  Washington  and  Grant  served,  simply  for  the  sake 
of  helping  his  country.  They  were  not  soldiers  in  order 
to  get  their  living  out  of  the  country,  but  because  the 
country  needed  them.  They  were  soldiers  for  the  sake 
of  the  welfare  of  the  people. 

The  country  needs  the  same  kind  of  men  for  its  army 
of  peace.  It  wants  obedient  and  faithful  men  to  keep  its 
accounts  and  to  carry  its  mails.  It  wants  kind  and 
courteous  men  in  its  offices,  who  will  do  their  best  for  the 
convenience  of  its  people.  It  wants  fearless  and  upright 
judges  who  will  do  no  wrong.  It  wants  friendly  men  in 
the  Indian  agencies  to  help  the  Indians  to  become 
civilized.  It  wants  men  of  courage  in  its  lighthouses  and 
at  the  life-saving  stations.  Our  Government  cannot 
really  bear  to  have  mean  and  selfish  men  anywhere,  but 
it  needs  men,  as  good  as  the  very  best  soldiers,  who  are 
in  its  service  for  the  sake  of  their  country. 

What  does  a  good  soldier  desire  more  than  anything 
else?  He  desires  that  the  cause  of  his  country  shall  suc- 
ceed. What  does  every  good  American  wish  most  of  all? 
He  wishes  that  his  work  may  make  his  country  richer 
and  happier.  He  wishes  to  leave  his  country  better  for 
his  having  served  her. 

»  From  The  Young  Citizen.    Copyright,  1899,  by  D.  C.  Heath  &  Co.    Used  by  per- 
misaiuu. 


GRADE  VI 

AMERICAN  IDEALS 

By  fanny  E.  COE 
INTRODUCTION 

It  is  a  truism  to-day  that  a  king  should  be  the  serv- 
ant of  his  people.  A  thousand  years  ago  there  lived  in 
England  a  ruler  who  believed  this  truth.  He  founded 
schools,  wrote  books,  and  made  just  laws  for  his  people. 
For  this  reason  King  Alfred  is  called  to  this  day  the 
Great. 

How  is  it  in  America  to-day?  Who  is  the  ruler  of  the 
country,  and  what  lofty  ideal  shines  before  him?  In 
America,  as  in  all  democracies,  the  ruler  is  the  individual 
voter,  the  everyday  man  with  a  ballot  in  his  hand.  Mil- 
lions here  ascend  to  *'  the  seats  of  the  mighty  "  by  reason 
of  the  power  vested  in  the  free  American  franchise.    . 

The  menace  of  America  to-day  is  the  selfishness  of  the 
individual  voter.  If  his  power  is  used  to  exploit  his 
country  for  himself,  to  promote  those  enterprises  that 
will  enrich  him  at  the  expense  of  the  rest  of  the  nation, 
then  the  outlook  for  America  is  dark,  indeed.  Much  sel- 
fishness is  due  to  thoughtlessness.  If  future  American 
rulers  can  be  trained  to  large  and  generous  views,  a  great 
step  will  have  been  taken  toward  national  prosperity. 

What  pains  are  taken  in  the  education  of  a  young 
prince!    Tutors  are  selected  with  the  utmost  care  to 


GRADE  VI:  AMERICAN  IDEALS        231 

insure  the  best  instruction  in  history,  language,  political 
economy,  and  the  fine  arts;  teachers  of  riding,  fencing, 
and  dancing  develop  the  body;  every  moment  of  the 
day  is  planned  with  scientific  efficiency.  It  is  of  the  ut- 
most importance  to  the  nation  that  its  future  ruler  and 
leader  shall  possess  a  mind  trained  largely  and  gener- 
ously. He  must  manifest  in  himself  the  ideals  of  his 
nation. 

The  American  ideal,  as  it  has  come  down  to  us  from 
the  fathers,  is  a  lofty  one.  Washington,  Franklin, 
Samuel  Adams,  Jefferson  set  the  standard  of  unflinching 
service  for  others.  Abraham  Lincoln  revealed  the  same 
spirit  in  a  later  day.  Courage  in  the  face  of  difficulties, 
loyalty  to  truth,  sympathy  and  courtesy,  industry  and 
reverence  to  God  and  to  one's  fellowmen,  —  these  have 
been  American  ideals  since  the  time  when  the  soUtary 
Mayflower  crossed  the  sea. 

These  ideals  must  become  the  heritage  not  only  of 
every  American-bom  child,  but  of  every  aUen  as  well. 
They  will  soon  become  rulers  with  the  fate  of  a  great 
democracy  in  their  hands.  Should  not  their  training  for 
unselfish  service  be  begun  early  and  be  continued  with 
unflagging  zeal?  Such  training  is  the  task  of  the  common 
school.  Its  mission  is  of  preeminent  importance.  With 
this  thought  in  mind,  the  course  in  citizenship  has 
been  planned. 

The  program  for  the  sixth  grade  deals  with  Ameri- 
can ideals.  The  normal  child  of  ten  or  eleven  is  still 
unconscious  of  self  and  approaches  the  discussion  of 
graces  of  character  with  the  same  freedom  as  the  child 
in  the  primary  school.  Moreover,  he  is  keenly  interested 
in  the  consideration  of  moral  traits,  provided  the  discus- 
sion be  always  concrete.  The  course  for  the  sixth  grade 


232  A  COURSE  IN  CITIZENSHIP 

follows  the  general  plan  of  the  book.  The  program  for 
each  month  may  form  the  basis  of  morning  talks  or  may 
be  the  subject  for  lessons  in  oral  or  written  language  or 
in  literature.  The  chief  aim  has  been  to  make  both  text 
and  stories  of  vital  human  interest.  Thiey  should  be 
read  or  told  with  enthusiasm,  that  the  children  may 
respond  vigorously  to  the  appeal  of  the  story. 


SEPTEMBER:  SYMPATHY  AND 
COURTESY 

For  the  Teacher: 

MY  LOVE 

JAMES  RUSSELL  LOWELL 

Not  as  all  other  women  are 
Is  she  that  to  my  soul  is  dear; 
Her  glorious  fancies  come  from  far. 
Beneath  the  silver  evening-star, 
And  yet  her  heart  is  ever  near. 

Great  feelings  hath  she  of  her  own. 
Which  lesser  souls  may  never  know; 
God  giveth  them  to  her  alone, 
And  sweet  they  are  as  any  tone 
Wherewith  the  wind  may  choose  to  blow. 

Yet  in  herself  she  dwelleth  not. 
Although  no  home  were  half  so  fair; 
No  simplest  duty  is  forgot, 
Earth  hath  no  dim  and  lowly  spot 
That  doth  not  in  her  sunshine  share. 


GRADE  VI:  AMERICAN  IDEALS        233 

She  doeth  little  kindnesses. 

Which  most  leave  undone,  or  despise; 

For  naught  that  sets  one  heart  at  ease. 

And  giveth  happiness  or  peace. 

Is  low-esteemed  in  her  eyes. 

She  hath  no  scorn  of  common  things. 
And,  though  she  seem  of  other  birth. 
Round  us  her  heart  intwines  and  clings. 
And  patiently  she  folds  her  wings 
To  tread  the  humble  paths  of  earth. 

Blessing  she  is:  God  made  her  so. 
And  deeds  of  week-day  holiness 
Fall  from  her  noiseless  as  the  snow. 
Nor  hath  she  ever  chanced  to  know 
That  aught  were  easier  than  to  bless. 

For  the  Class: 

There  is  always  somebody  to  smile  at;  somebody  to 
stretch  out  a  hand  to. 

Suggestions  for  morning  talks 

To  be  sympathetic  you  should  put  yourself  in  another's 
place  and  try  to  think  which  words  and  acts  will  be 
agreeable  and  which  will  not.  Not  only  a  kind  heart 
but  an  understanding  mind  is  needed  for  perfect 
sympathy. 

Courtesy  is  kindly  feehng  manifesting  itself  in  word  and 
deed. 

Illustrate  courtesy  of  word  with:  — 

"Just  the  Time  to  be  Pleasant,"  George  F.  Bass,  in 

Quotations  and  Select  Stories.  A.  Flanagan  Co. 
"The  Twelve  Months,"   in  Stories  Children  Love, 
Welch.  Dodge  Publishing  Co. 


234  A  COURSE  IN  CITIZENSHIP 

"That  is  Nothing  to  Me,"  Gertrude  Sellon,  in  Stories 
Children  Love.  Dodge  Publishing  Co. 

"The  Boy's  Manner,"  Laura  E.  Richards,  Five  Minute 
Stories.  Dana  Estes  Co. 

"Go  and  Come,"  Laura  E.  Richards,  The  Golden  Win- 
dows. Little,  Brown  &  Co. 
Illustrate  courtesy  of  deed  with :  — 

"Somebody's  Mother,"  Anonymous.  Grade  II,  p.  73. 

"The  Wilderness  Preacher,"  James  Baldwin,  An 
American  Book  of  Golden  Deeds.  American  Book 
Co. 

"The  Landlord's  Mistake,"  James  Baldwin,  Fifty 
Famous  People.  American  Book  Co. 

"The  Miraculous  Pitcher,"  Hawthorne,  Wonder 
Book.  R.L.S.  No.  17.  Houghton  Mifflin  Co. 

Yussouf,  James  Russell  Lowell,  R.L.S.  No.  X.  Hough- 
ton Mifflin  Co. 
Some  opportunities  to  express  courtesy :  — 

Remove  your  cap  when  meeting  girls  and  women 
whom  you  know. 

Be  sure  to  recognize  your  friends  upon  the  street. 
Some  boys  seem  to  look  past  or  around  them.  Be 
helpful  in  directing  strangers,  especially  foreigners. 
Do  not  laugh  if  their  speech  or  bearing  seems  pecu- 
liar to  you.  You  would  seem  as  strange  to  them  in 
their  native  place. 

Boys  who  are  polite  in  their  homes  are  sometimes  dis- 
courteous upon  the  street.  To  snowball  teamsters, 
to  brush  suddenly  against  elderly  persons,  to  trip  up 
little  children,  are  acts  unbecoming  a  gentleman. 

In  a  public  gathering  be  quiet  in  manner.  To  stamp, 
shout,  or  whistle  is  discourteous,  as  it  disturbs  the 
rest  of  the  audience. 


GRADE  VI:  AMERICAN  IDEALS        235 

The  making  of  unnecessary  noise  anywhere,  and  at 

any  time,  shows  want  of  thought  for  the  comfort  of 

others.  The  gentleman  is  quiet  of  voice  and  action. 

Be  thoughtful  for  the  new  pupil  or  the  lonely  child. 

Help  him  to  understand  the  schoolroom  laws  and 

lessons  and  include  him  in  your  games  at  recess. 

Try  to  make  him  happy  in  the  school  and  on  the 

playground. 

The  persons  to  whom  you  should  pay  the  very  highest 

courtesy  are  those  in  your  own  homes.  If  your  best 

manners  are  in  everyday  use  there,  you  will  never 

be  rude  or  awkward  with  strangers.   Emerson  says : 

"Eat  at  your  own  table  as  you  would  eat  at  the 

table  of  a  king." 

A  polite  boy  or  girl  makes  hourly  use  of  the  courteous 

phrases,   "thank  you,"   "please,"   "pardon  me," 

"you  are  welcome,"  etc. 

The  very  time  to  be  helpful  and  pleasant  is  when 

others  are  tired  and  perhaps  cross. 
Be  glad  when  good  fortune  comes  to  your  friends  and 
show  that  you  are  glad.  People  who  are  the  first  to 
sympathize  in  sorrow  or  in  misfortune  are  some- 
times strangely  reluctant  to  express  pleasure  at  a 
friend's  success. 
Let  us  not  wait  to  see  how  some  one  else  is  going  to 
treat  us,  but  let  us  determine  to  act  first,  to  invite 
the  other's  friendliness  by  first  offering  our  own. 
To  be  courteous  upon  the  street,  —  Walk  on  the  right 
side  of  the  sidewalk.  Do  not  turn  a  short  comer  going 
in  the  wrong  direction.  Do  not  stop  to  talk  in  the  mid- 
dle of  a  crowded  sidewalk.  Do  not  take  up  the  whole 
sidewalk  by  walking  with  a  large  group  of  your 
friends.  Do  not  rush  out  of  a  doorway  into  a  crowded 


236  A  COURSE  IN  CITIZENSHIP 

street  without  looking.    Do  not  carry  an  umbrella 
crosswise  in  a  crowd. 
Tell  the  story  of  Lincoln  and  the  little  girl's  belated 
trunk. 


A  DAY  WITH  A  COURTEOUS  MOTHER  » 

HELEN    HUNT   JACKSON 

During  one  of  last  summer's  hottest  days  I  sat  in  a 
railway  car  near  a  mother  and  four  children  who  were 
so  happy  together  that  watching  them  was  enough  to 
make  one  forget  the  discomforts  of  the  journey.  It  was 
plain  that  they  were  poor,  but  the  mother's  face  was  one 
which  it  gave  you  a  sense  of  rest  to  look  upon  —  it  was 
so  earnest,  tender,  true,  and  strong.  The  children  — 
two  boys  and  two  girls  —  were  all  under  the  age  of 
twelve,  and  the  youngest  could  not  speak  plainly. 

In  the  course  of  the  day  it  was  often  necessary  for  the 
mother  to  deny  requests  and  ask  services,  especially  of 
the  eldest  boy;  but  no  girl,  anxious  to  please  a  lover, 
could  have  done  either  with  a  more  tender  courtesy.  She 
had  her  reward;  for  no  lover  could  have  been  more 
tender  and  manly  than  was  this  boy  of  twelve. 

Their  lunch  was  simple  and  scanty;  but  it  had  the 
grace  of  a  royal  banquet.  At  the  last  the  mother  pro- 
duced three  apples  and  an  orange,  of  which  the  chil- 
dren had  not  known.  The  orange  was  evidently  a  great 
rarity.  I  watched  to  see  if  this  test  would  bring  out 
selfishness.  There  was  a  little  silence,  just  the  shadow 
of  a  cloud.  The  mother  said,  "How  shall  I  divide  this? 
There  is  one  for  each  of  you;  and  I  shall  be  best  off  of 
all,  for  I  expect  big  tastes  from  each  of  you." 

"Oh,  give  Annie  the  orange.   Annie  loves  oranges," 

*  Abridged  from  Bita  qf  Talk  about  Home  Mattert.   Copyright,  1873,  by  BoberU 
Brothers. 


GRADE  VI:  AMERICAN  IDEALS        237 

spoke  out  the  oldest  boy,  with  a  sudden  air  of  a  con- 
queror, and  at  the  same  time  taking  the  smallest  and 
worst  apple  for  himself. 

"Oh,  yes,  let  Annie  have  the  orange,"  echoed  the 
second  boy,  nine  years  old. 

"Yes,  Annie  may  have  the  orange,  because  she  is  a 
lady  and  her  brothers  are  gentlemen,"  said  the  mother 
quietly. 

There  was  a  merry  contest  as  to  who  should  feed  the 
mother  with  the  largest  and  most  frequent  mouthfuls. 
Then  Annie  pretended  to  want  apple,  and  exchanged 
thin  golden  strips  of  orange  for  bites  out  of  the  cheeks  of 
Baldwins. 

At  noon  we  had  to  wait  for  two  hours  on  a  narrow,  hot 
platform.  The  oldest  boy  held  the  youngest  child  and 
talked  to  her,  while  the  tired  mother  closed  her  eyes  and 
rested.  Now  and  then  he  looked  over  at  her  and  then  at 
the  baby;  and  at  last  he  said  confidentially  to  me, 
"  Is  n't  it  funny  to  think  I  was  ever  so  small  as  this 
baby!  And  papa  says  that  then  mamma  was  almost  a 
little  girl  herself." 

The  two  other  children  were  toiling  up  the  banks  of 
the  railroad,  picking  daisies,  buttercups,  and  sorrel. 
Soon  the  bunches  were  almost  too  big  for  their  little 
hands.  "Oh,  dear,"  I  thought,  "that  poor  tired  woman 
can  never  take  those  great  bunches  in  addition  to  all  her 
bundles  and  bags."  I  was  mistaken. 

"Oh,  thank  you,  my  darlings.  Poor,  tired  little 
flowers,  how  thirsty  they  look.  If  they  will  only  keep 
alive  till  we  get  home,  we  will  make  them  very  happy  in 
some  water,  won't  we.^*  And  you  shall  put  one  bunch  by 
papa's  plate  and  one  by  mine." 

Sweet  and  happy,  the  children  stood  thrilling  with 
compassion  for  the  drooping  flowers  and  with  delight  in 
their  gift.  Then  the  train  came;  soon  it  grew  dark  and 
little  Annie's  head  nodded.  Then  I  heard  the  mother  say 


238  A  COURSE  IN  CITIZENSHIP 

to  the  oldest  boy,  "Dear,  are  you  too  tired  to  let  little 
Annie  put  her  head  on  your  shoulder  and  take  a  nap? 
We  shall  get  her  home  in  much  better  case  to  see  papa  if 
we  can  manage  to  give  her  a  little  sleep.'* 

Soon  came  the  city,  the  final  station  with  its  bustle  and 
noise.  I  lingered  to  watch  my  happy  family.  In  the 
hurry  of  picking  up  the  parcels  the  poor  daisies  and  but- 
tercups were  forgotten.  I  wondered  if  the  mother  had 
not  intended  this,  but,  a  few  minutes  after,  I  passed  the 
group,  just  outside  the  station,  and  heard  the  mother 
say,  "Oh,  my  darlings,  I  have  forgotten  your  pretty 
bouquets.  I  am  so  sorry;  I  wonder  if  I  could  find  them. 
Will  you  stand  still  here  if  I  go?" 

"Oh,  mamma,  don't  go.  We  will  get  you  some  more," 
cried  all  the  children. 

"Here  are  your  flowers,  madam,"  said  I.  "I  took 
them  as  mementos  of  you  and  your  sweet  children." 

She  blushed  and  thanked  me  sweetly,  saying,  "I  was 
very  sorry  about  them.  And  I  think  they  will  revive  in 
water.  They  cannot  be  quite  dead." 

"They  will  never  die,"  said  I  with  an  emphasis  that 
went  from  my  heart  to  hers,  and  we  shook  hands  and 
smiled  as  we  parted. 

OCTOBER:  HONESTY 

For  the  Teacher: 

CONSTANCY 

GEORGE  HERBERT 

Who  is  the  honest  man? 
He  that  doth  still  and  strongly  good  pursue, 
To  God,  his  neighbor,  and  himself  most  true: 

Whom  neither  force  nor  fawning  can 
Unpin,  or  wrench  from  giving  all  their  due. 


GRADE  VI:  AMERICAN  IDEALS        239 

Whose  honesty  is  not 
So  loose  or  easy,  that  a  ruffling  wind 
Can  blow  away,  or  glittering  look  it  blind; 

Who  rides  his  sure  and  even  trot, 
While  the  world  now  rides  by,  now  lags  behind. 

Suggestions  for  morning  talks 

In  the  widest  sense,  honesty  is  the  same  as  truthfulness. 
In  a  narrower  sense,  honesty  is  "that  sense  of  right 
which  makes  it  impossible  to  take  or  to  use  that  which 
does  not  rightly  belong  to  us." 

Read  "Barbara  S ,"  by  Charles  Lamb,  R.L.S.  No. 

79  (Houghton  Mifflin  Co.),  and  "The  Honest 
Farmer,"  from  Ethics  for  Children,  by  Ella  Lyman 
Cabot  (Houghton  Mifflin  Co.).  Let  the  class  recall 
illustrations  of  Lincoln's  honesty.  In  material  things  : 
the  story  of  the  pound  of  tea,  of  the  wrong  change,  of 
the  damaged  Life  of  Washington,  of  the  post-office 
money.  In  intellectual  matters:  giving  up  cases  in 
court  when  convinced  that  his  cHent  was  guilty,  ask- 
ing Douglas  "the  question"  that  lost  the  senator- 
ship. 

To  be  honest  you  must:  do  all  your  home  tasks  thor- 
oughly; prepare  your  lessons  faithfully  without 
copying  or  cribbing  from  another's  exercise;  play 
fairly,  without  cheating  or  taking  imfair  advantage 
in  games  or  sports  (here  explain  the  "true  sporting 
spirit");  show  respect  for  property  not  your  own;  (a) 
by  treating  borrowed  articles  as  carefully  as  if  they 
were  your  own  (city  textbooks,  desks,  chairs;  Public 
Library  books);  (b)  by  returning  borrowed  articles 
promptly. 

What  is  the  right  course  of  procedure  upon  finding  a 


240  A  COURSE  IN  CITIZENSHIP 

lost  article  —  on  the  school  premises,  in  the  street,  on 
an  electric  car? 
If  you  have  injured  property,  own  up  frankly  to  the 
broken  window,  the  broken  fence,  the  trampled 
flower-bed.  To  run  away  is  cowardly;  to  face  the 
owner  and  offer  what  amend  you  can  is  manly  and 
honest.  So  small  a  sum  as  a  nickel  may  test  a  person's 
honesty.  He  who  tries  to  escape  paying  the  carfare 
and  so  get  something  for  nothing,  proves  himself  dis- 
honest. 

MR.  LEE'S  PLUMBERS 

GERALD    STANLEY    LEE 

If  everybody  in  the  world  could  know  my  plumber  or 
pay  a  bill  to  him,  the  world  would  soon  begin,  slowly 
but  surely,  to  be  a  different  place. 

The  first  time  I  saw  B 1  had  asked  him  to  arrange 

with  regard  to  putting  new  water-pipes  from  the  street 
to  my  house.  The  old  ones  had  been  put  in  years  before, 
and  the  pressure  of  water  in  the  house,  apparently  from 
rust  in  the  pipes,  had  become  very  weak.    After  a 

minute's  conversation  I  at  once  engaged  B to  put 

in  the  new  and  larger  pipes,  and  he  agreed  to  dig  open 
the  trench  (about  two  hundred  feet  long  and  three  feet 
deep)  and  put  the  pipes  in  the  next  day  for  thirty-five 
dollars.  The  next  morning  he  appeared  as  promised,  but 
instead  of  going  to  work  he  came  into  my  study,  stood 
there  a  moment  before  my  eyes,  and  quietly  but  firmly 
threw  himself  out  of  his  job. 

There  was  no  use  in  spending  thirty-five  dollars,  he 
said.  He  had  gone  to  the  City  Water  Works  Office,  and 
told  them  to  look  into  the  matter  and  see  if  the  connec- 
tion they  had  put  in  at  the  junction  of  my  pipe  with  the 

*  From  "Advertising  Goodaess,"  in  Everybody' i  Magaziiu.  The  Ridceway  Co. 


GRADE  VI:  AMERICAN  IDEALS        241 

main  in  the  street  did  not  need  attention.  They  had 
found  that  a  new  connection  was  necessary.  They 
would  see  that  a  new  one  was  put  in  at  once  —  they 
were  obliged  to  do  it  for  nothing,  he  said;  and  then,  slip- 
ping (figuratively  speaking)  thirty-five  dollars  into  my 
pocket,  he  bowed  gravely  and  was  gone. 

Now  B knew  absolutely  and  conclusively  (as  any 

one  would  with  a  look)  that  I  was  not  the  sort  of  person 
who  would  ever  have  heard  of  that  blessed  little  joint 
out  in  the  street,  or  who  ever  would  hear  of  it  —  or  who 
would  know  what  to  do  with  it  if  he  did. 

Sometimes  I  sit  and  think  of  B in  church,  or  at 

least  I  used  to,  especially  when  his  bill  had  just  come  in. 
It  was  always  a  pleasure  to  think  of  paying  one  of 

B 's  bills  —  even  if  it  was  sometimes  a  postponed 

one.   You  always  know,  with  B that  he  had  made 

that  bill  out  to  you  as  if  he  had  been  making  out  a  bill 
to  himself. 

Not  such  a  bad  thing  to  think  about  during  a  sermon. 

NOVEMBER:  COURAGE  TO  OVER- 
COME DIFFICULTIES 

For  the  Teacher: 

EPILOGUE  TO  ASOLANDO 

ROBERT    BROWNING 

One  who  never  turned  his  back  but  marched  breast 
forward, 
Never  doubted  clouds  would  break, 
Never  dreamed,   though   right  were  worsted,   wrong 

would  triumph. 
Held  we  fall  to  rise,  are  baffled  to  fight  better. 
Sleep  to  wake. 


242  A  COURSE  IN  CITIZENSHIP 

No,  at  noonday  in  the  bustle  of  man's  work-time 

Greet  the  unseen  with  a  cheer! 
Bid  him  forward,  breast  and  back  as  either  should  be, 
"Strive  and  thrive!"  cry,  "Speed,  fight  on,  fare  ever 
There  as  here!" 

Suggestions  for  morning  talks 

Read  the  story  of  George  Rogers  Clark's  February 
march  across  the  flooded  country  to  capture  Vin- 
cennes.  The  best  version  is  in  Winston  Churchill's 
The  Crossing.  The  Macmillan  Co. 

Read  or  tell  of  Fulton  building  the  steamboat;  Morse 
inventing  the  telegraph;  Washington  crossing  the 
Delaware;  Grenfell  adrift  on  an  icepan.  See  Wilfred 
Grenfeirs  Adrift  on  an  Icepan,  R.L.S.  No.  230. 
Houghton  Miflain  Co. 

Recite  a  portion  of  Arthur  H.  Clough's  "Hope  Evermore, 
O  Man,"  from  Poems.  The  Macmillan  Co.  These 
illustrations  show  that  man  has  conquered  and  may 
continue  his  conquest  of  the  physical  world  around 
him. 

Sketch  the  lives  of  Laura  Bridgman  and  Helen  Keller. 
Laura  Bridgman,  Dr.  Howe^s  Famous  Pupil,  and  what 
he  taught  her,  by  Maude  Howe  Elliott  and  Florence 
Howe  Hall.  Little,  Brown  &  Co.  The  Story  of  My 
Life,  by  Helen  A.  Keller.  Doubleday,  Page  &  Co. 

Consider,  with  the  class,  Lincoln's  efforts  to  gain  an 
education.  Let  them  tell  of  the  purchase  of  the 
grammar,  the  lists  of  difficult  words  or  extracts 
written  upon  the  cabin  walls;  the  constant  study  by 
the  fire,  on  any  fence,  at  the  mill  while  waiting  for 
the  com  to  be  ground,  etc.  Give  a  brief  accoimt  of  the 
rewriting  by  Carlyle  of  The  French  Revolution.  These 


GRADE  VI:  AMERICAN  IDEALS        243 

illustrations  show  that  man  can  conquer  difficulties  of 
the  mind. 
Tell  the  stories  of  David  and  Goliath;  of  Moses,  the 
meek,  at  the  Court  of  Pharaoh;  and  of  Daniel  in  the 
lion's  den.  Tell  of  Abraham  Lincoln's  heavy  responsi- 
bilities during  our  Civil  War.  These  show  that  man 
can  conquer  moral  difficulties. 
Almost  all  cases  of  courage  illustrate  the  conquest  of  more 
than  one  type  of  difficulty.  For  example,  Grace  Dar- 
ling illustrates   both   physical   and   moral   victory. 
See  James  Baldwin's  Fifty  Famoits  Stories  Retold. 
American  Book  Co. 
To  overcome  difficulties  develops  a  manly  character. 
Weakness   is   developed   by   yielding   to   temptation. 
Every  day  try  to  do  some  one  hard  task.   This  will 
make  you  strong. 
Stories  of  the  courage  of  children  in  overcoming  diffi- 
culties are: 
"The  Little  Postboy,"  Bayard  Taylor,  from  Boys  of 

Other  Countries.  G.  P.  Putnam's  Sons. 
"Nellie  in  the  Lighthouse."   St,  Nicholas,  vol.  iv,  p. 

577.  The  Century  Co. 
"Little  Agnes's  Adventure,"  Margaret  Brenda.    Our 

Young  Folks,  vol.  Vll.  Ticknor  &  Fields. 
"The  Sardinian  Dnunmer  Boy,"  Edmondo  de  Amicis, 
from  Cuore.  T.  Y.  Crowell  &  Co. 
Study:  Edward  R.  Sill's  "Opportunity,"  from  Poems, 
Houghton,  Mifflin  Co. 
Arthur  H.  Clough's   "Say  not  the  Struggle 
naught  Availeth,"  from  Poems.   The  Mac- 
millan  Co. 
Jean  Ingelow's  "  Winstanley ."  Roberts  Broth- 
ers. 


244  A  COURSE  IN  CITIZENSHIP 

AT  YOUR  SERVICE  1 

BERTON  BRALEY 

Here  we  are,  gentlemen;  here's  the  whole  gang  of  us. 

Pretty  near  through  with  the  job  we  are  on; 
Size  up  our  work  —  it  will  give  you  the  hang  of  us  — 

South  to  Balboa  and  north  to  Colon. 
Yes,  the  canal  is  our  letter  of  reference; 

Look  at  Culebra  and  glance  at  Gatun; 
What  can  we  do  for  you  —  got  any  preference. 

Wireless  to  Saturn  or  bridge  to  the  moon? 

Don't  send  us  back  to  a  life  that  is  flat  again. 

We  who  have  shattered  a  continent's  spine; 
Oflice  work  —  Lord,  but  we  could  n't  do  that  again! 

Have  n't  you  something  that 's  more  in  our  line? 
Got  any  river  they  say  is  n't  crossable? 

Got  any  mountains  that  can't  be  cut  through? 
We  specialize  in  the  wholly  impossible, 

Doing  things  "nobody  ever  could  do!" 

Take  a  good  look  at  the  whole  husky  crew  of  us. 

Engineers,  doctors,  and  steam-shovel  men; 
Taken  together  you  '11  find  quite  a  few  of  us 

Soon  to  be  ready  for  trouble  again. 
Bronzed  by  the  tropical  sun  that  is  blistery, 

Chockful  of  energy,  vigor,  and  tang. 
Trained  by  a  task  that's  the  biggest  in  history. 

Who  has  a  job  for  this  Panama  gang? 

JONES  AND  SAUSAGE  2 

THOMAS   DREIEB 

I  should  also  like  to  tell  you  the  story  of  Jones  —  the 
story  of  one  of  the  biggest  men  who  will  attend  this  con- 

»  From  Collier's  V/eekly. 

*  From  The  Outlook,  July  5,  1913.  Extract  from  sermon  preached  in  Baltimore  at 
the  convention  of  Aasociated  Advertising  Clubs  of  America. 


GRADE  VI:  AMERICAN  IDEALS        245 

vention  —  the  story  of  Milo  C.  Jones,  of  Fort  Atkinson, 
Wisconsin.  They  tell  us  of  the  housemaid  who  went 
singing  about  her  work,  and  when  asked  why  she  was  so 
happy  she  replied  that  she  was  sweeping  the  floor  to  the 
glory  of  God.  If  you  asked  Jones  to  tell  you  why  he  is  a 
great  man,  he  would  grunt  a  very  grunty  grunt  at  you 
and  enter  a  general  denial  of  the  charge.  But  I,  who 
know  him  and  the  work  he  has  done,  can  tell  you  that 
Jones  is  a  great  man  because  he  made  sausage  for  his 
neighbors  to  the  glory  of  God,  and  has  always  used  what 
he  had  to  get  what  he  needed  in  order  that  he  might 
express  himself  in  greater  service  to  his  fellows. 

Thirty  years  ago  Jones  was  a  physical  giant,  able  to 
hold  his  own  in  any  test  where  agility  and  strength  were 
needed.  He  could  run,  jump,  play  baseball,  thump  a 
piano,  and  was  able  to  pass  with  high  honors  the  en- 
trance examination  to  West  Point.  He  wanted  to 
become  an  engineer.  So,  just  to  pass  the  waiting  months 
away  and  keep  his  mind  fitted  with  a  razor  edge,  he  took 
special  work  in  the  local  school,  met  the  girl,  who  was  a 
tcjacher  there,  manied  her  the  following  year  —  and  the 
West  Point  dream  sHpped  away  into  the  land  of  unborn 
things.  And  Jones,  in  addition  to  his  farm  work,  did 
surveying  for  the  neighbors.  One  day,  when  ten  miles 
from  home,  he  waded  in  an  icy  stream,  neglected  to 
change  his  socks  —  and  the  next  morning  his  toes  tingled. 
The  morning  after  his  limbs  were  stiff.  On  the  third 
Jones  was  flat  on  his  back  —  and  he  remained  there  for 
nearly  seven  years. 

His  life  was  changed.  His  body  was  gone.  He  could 
do  none  of  the  work  for  which  he  had  been  trained.  Like 
Robinson  Crusoe,  he  was  on  a  desert  island.  And  he, 
like  Robinson,  used  what  he  had  to  get  what  he  needed. 
His  body  was  tortured  and  twisted  by  rheumatism.  But 
his  brain  was  active.  They  say  that  a  man  is  worth  a 
dollar  and  a  half  from  his  neck  down,  but  that  he  may  be 


246  A  COURSE  IN  CITIZENSHIP 

worth  any  amount  from  his  neck  upward.  Jones  had  and 
has  a  million-dollar  brain.  The  first  thing  he  did  was 
to  discover  his  resources.  His  family  needed  to  live. 
Money  was  wanted.  "To  get  money  or  anything  else," 
said  Jones,  "we  must  supply  some  great  human  need, 
and  fill  that  need  better  than  any  one  else."  His  parents 
had  made  sausage  after  a  special  recipe  for  themselves. 
The  neighbors,  to  whom  the  Joneses  had  given  gen- 
erously, also  liked  it.  "Let  us  make  sausage,"  said 
Jones,  —  "make  it  for  our  neighbors,  but  sell  it  instead 
of  giving  it  away."  And  they  did.  And  now  Jones  finds 
his  neighbors  scattered  all  over  the  country,  and  his  out- 
put is  away  over  five  hundred  thousand  dollars  a  season. 
Success  came  to  Jones  because  he  was  a  man  of  brains, 
with  grit,  with  determination,  and  because  he  used  what 
he  had  to  render  satisfactory  service  to  his  neighbors. 


DECEMBER:  REGARD  FOR  THE 
TRUTH 

For  the  Teacher: 

SOCIAL  AIMSi 

RALPH   WALDO  EMERSON 

And  yet  there  are  trials  enough  of  nerve  and  charac- 
ter, brave  choices  enough  of  taking  the  part  of  truth  and 
of  the  oppressed  against  the  oppressor,  in  privatest 
circles.  A  right  speech  is  not  well  to  be  distinguished 
from  action.  Courage  to  ask  questions;  courage  to  ex- 
pose our  ignorance.  The  great  gain  is,  not  to  shine,  not 
to  conquer  your  companion,  —  then  you  learn  nothing 
but  conceit  —  but  to  find  a  companion  who  knows  what 
you  do  not;  to  tilt  with  him  and  be  overthrown,  horse 

1  From  Letters  and  Social  Aimt.  Houghton  Mifflin  Co. 


GRADE  VI:  AMERICAN  IDEALS        247 

and  foot,  with  utter  destruction  of  all  your  logic  and 
learning.  There  is  a  defeat  that  is  useful.  Then  you  can 
see  the  real  and  the  counterfeit,  and  will  never  accept 
the  counterfeit  again.  You  will  adopt  the  art  of  war  that 
has  defeated  you.  You  will  ride  to  battle  horsed  on  the 
very  logic  which  you  found  irresistible.  You  will  accept 
the  fertile  truth,  instead  of  the  solemn  customary  lie. 

When  people  come  to  see  us,  we  foolishly  prattle,  lest 
we  be  inhospitable.  But  things  said  for  conversation  are 
chalk  eggs.  Don't  say  things.  What  you  are  stands  over 
you  the  while,  and  thunders  so  that  I  cannot  hear  what 
you  say  to  the  contrary. 

For  the  Class: 

He  who  feeds  men  serveth  few. 
He  feeds  all  who  dares  be  true. 

Emerson. 

Suggestions  for  morning  talks 

Review  the  story  of  Damon  and  Pythias  (James  Bald- 
win, Fifty  Famous  Stories  Retold.  American  Book 
Co.)  All  promises  must  be  sacredly  kept,  unless  they 
are  promises  to  do  wrong.  If  you  think  you  have 
made  a  wrong  promise  and  should  break  it,  consult 
with  your  father  or  mother. 
Consider  the  harm  that  has  been  done  by  liars  in  certain 
historical  cases:  — 

Result 
The  detractors  of  Columbus        Columbus  in  chains 
The  detractors  of  Washington     Conway  Cabal;  suffering  at 

Valley  Forge 
The  detractors  of  Lincoln  Lincoln's    hard    task   made 

still  harder 

The  direction  in  the  courts  of  law  is  to  tell  the  truth,  th« 


248  A  COURSE  IN  CITIZENSHIP 

whole  truth,  and  nothmg  but  the  truth.  Show  your 
loyalty  to  truth  by  never  keeping  silent  when  you 
should  speak;  never  exaggerating  or  shading  the  facts 
so  as  to  give  a  wrong  impression;  never  keeping  back 
a  part  of  the  facts;  never  repeating  evil  which  you 
have  heard  about  another  and  which  you  do  not  know 
to  be  true.  A  person  who  does  this  is  a  slanderer.  To 
tell  falsehoods  in  fun  is  wrong,  for  we  may  be  believed. 

"To  deny  a  fault,  doubles  it."  Read  Maria  Edge- 
worth's  "Making  Excuses,"  in  Ethics  for  Children^ 
Ella  Lyman  Cabot  (Houghton  Mifflin  Co.);  also 
"The  Little  Persian,"  adapted  by  Mrs.  Charles  A. 
Lane,  in  The  First  Book  of  Religion  (Unitarian  Sunday 
School  Society). 

Do  not  shirk  a  difficulty  in  any  lesson  by  pretending  to 
understand.  Very  noble  lives  have  been  spent  in  seek- 
ing for  truth. 

We  should  be  careful  always  to  keep  our  minds  ready 
to  welcome  gladly  all  new  truth. 

"LITTLE  SCOTCH  GRANITE  "* 

ANONYMOUS 

Bert  and  John  Lee  were  delighted  when  their  little 
Scotch  cousin  came  to  live  with  them.  He  was  little,  but 
very  bright  and  full  of  fun.  He  could  tell  some  curious 
things  about  his  home  in  Scotland  and  his  voyage  across 
the  ocean.  He  was  as  far  advanced  in  studies  as  they 
were,  and,  the  first  day  he  went  to  school,  they  thought 
him  remarkably  good.  He  wasted  no  time  in  play  when 
he  should  have  been  studying,  and  he  advanced  finely. 

Before  the  close  of  school,  the  teacher  called  the  roll, 

1  From  White's  School  Management,  By  penmssion  of  the  Americaa  Book  Coh 
Publishers. 


GRADE  VI:  AMERICAN  IDEALS        249 

and  the  boys  began  to  answer  "Ten."  When  Willie  un- 
derstood that  he  was  to  say  "ten"  if  he  had  not  whis- 
pered during  the  day,  he  replied,  "I  have  whispered." 
"More  than  once?"  asked  the  teacher.  "Yes,  sir,"  an- 
swered Willie.  "As  many  as  ten  times.^*"  "Yes,  sir." 
"Then  I  shall  mark  you  zero,"  said  the  teacher  sternly, 
"and  that  is  a  great  disgrace." 

"Why,  I  did  not  see  you  whisper  once,"  said  John 
after  school.  "Well,  I  did,"  said  Willie.  "I  saw  others 
doing  it,  and  so  I  asked  to  borrow  a  book,  then  I  asked  a 
boy  for  a  slate  pencil,  another  for  a  knife,  and  I  did 
several  such  things.  I  supposed  it  was  allowed."  "Oh, 
we  all  do  it,"  said  Bert,  reddening.  "There  isn't  any 
sense  in  the  old  rule,  and  nobody  can  keep  it;  nobody 
does."  "I  will,  or  else  I  will  say  I  have  n't,"  said  Willie. 
**Do  you  suppose  I  will  tell  ten  lies  in  one  heap.?"  "Oh, 
we  don't  call  them  lies,"  muttered  John.  "There 
would  n't  be  a  credit  among  us  at  night  if  we  were  so 
strict."  "  What  of  that,  if  you  tell  the  truth?  "  said  WiUie 
bravely. 

In  a  short  time  the  boys  all  saw  how  it  was  with 
Willie.  He  studied  hard,  played  with  all  his  might  in 
playtime,  but,  according  to  his  reports,  he  lost  more 
credits  than  any  of  the  rest.  After  some  weeks,  the  boys 
answered  "Nine"  and  "Eight"  oftener  than  they  used 
to;  and  yet  the  schoolroom  seemed  to  have  grovai 
quieter.  Sometimes,  when  Willie  Grant's  mark  vras 
lower  than  usual,  the  teacher  would  smile  peculiarly,  but 
said  no  more  of  disgrace.  Willie  never  preached  at  them 
or  told  tales;  but  somehow  it  made  the  boys  ashamed  of 
themselves,  to  see  that  this  sturdy,  blue-eyed  Scotch  boy 
must  tell  the  truth.  It  was  putting  the  clean  cloth  by 
the  half -soiled  one,  you  see;  and  they  felt  like  cheats  and 
story-tellers.  They  talked  him  all  over,  and  loved  him, 
if  they  did  nickname  him  "Scotch  Granite,"  he  was  so 
firm  about  a  promise. 


«50  A  COURSE  IN  CITIZENSHIP 

At  the  end  of  the  term,  Willie's  name  was  very  low 
down  on  the  credit  list.  When  it  was  read,  he  had  hard 
work  not  to  cry;  for  he  was  very  sensitive,  and  had  tried 
hard  to  be  perfect.  But  the  very  last  thing  that  closing 
day  was  a  speech  by  the  teacher,  who  told  of  once  seeing 
a  man  muffled  up  in  a  cloak.  He  was  passing  him  with- 
out a  look,  when  he  was  told  that  the  man  was  General 
,  the  great  hero.  "The  signs  of  his  rank  were  hid- 
den, but  the  hero  was  there,"  said  the  teacher.  "And 
now,  boys,  you  will  see  what  I  mean,  when  I  give  a  pres- 
ent to  the  most  faithful  boy  in  school,  the  one  who 
really  stands  highest  in  deportment.  Who  shall  have 
it?" 

"Little  Scotch  Granite!"  shouted  forty  boys  at  once; 
for  the  boy  whose  name  was  so  low  on  the  credit  list  had 
made;  truth  noble  in  their  eyes. 


JANUARY:   REVERENCE 

For  the  Teacher: 

SONNET  1 

JAMES  BUSSELL  LOWBLL 

"For  this  true  nobleness  I  seek  in  vain. 
In  woman  and  in  man,  I  find  it  not; 
I  almost  weary  of  my  earthly  lot. 
My  life-springs  are  dried  up  with  burning  pain.** 
Thou  find'st  it  not?  I  pray  thee  look  again. 
Look  inward  through  the  depths  of  thine  own  soul. 
How  is  it  with  thee?  Are  those  sound  and  whole? 
Doth  narrow  search  show  thee  no  earthly  stain? 
Be  noble!  and  the  nobleness  that  lies 
In  other  men,  sleeping,  but  never  dead, 

»  From  Complete  Poetical  Works.  Houghton  Mifflin  Co. 


GRADE  VI:  AMERICAN  IDEALS        251 

Will  rise  in  majesty  to  meet  thine  own; 
Then  wilt  thou  see  it  gleam  in  many  eyes. 
Then  will  pure  light  aroimd  thy  path  be  shed. 
And  thou  wilt  nevermore  be  sad  and  lone. 

Suggestions  for  morning  talks 

Have  pupils  recite  Whittier*s  "Barbara  Frietchie** 
(R.L.S.  No.  X,  Houghton  Mifflin  Co.),  asking  the 
class  to  discover  three  kinds  of  reverence.  These 
are:  Barbara  Frietchie's  reverence  for  the  flag;  Stone- 
wall Jackson's  reverence  for  age;  Stonewall  Jackson's 
reverence  for  heroic  action. 

Read  the  story  of  King  David  and  the  water  from  the 
well  of  Bethlehem  (1  Chron.  xi,  15-20),  again  asking 
the  class  to  discover  three  kinds  of  reverence.  These 
are:  The  reverence  of  the  soldiers  for  their  king  that 
inspired  them  to  risk  their  hves  for  his  slight  wish; 
the  reverence  of  David  for  the  heroic  action  of  his 
men;  the  reverence  of  David  for  God. 

Read  The  Man  Without  a  Country,  by  Edward  Everett 
Hale  (Little,  Brown  &  Co.),  to  illustrate  reverence  for 
country.  Read  Charles  Lamb's  "  King  Lear"  (R.L.S. 
No.  65,  Houghton  Mifflin  Co.),  to  illustrate  reverence 
for  parents. 

We  should  show  reverence  to  our  parents;  old  people; 
heroes;  our  rulers;  our  flag;  our  country.  By  obedi- 
ence and  loyalty  we  show  reverence  to  our  parents. 
By  respectful  words  and  manners,  and  quick  and 
cheerful  service  we  show  reverence  for  age.  By  grate- 
ful acknowledgments  of  their  services  we  show  rever- 
ence for  heroes.  By  refraining  from  needless  criticism 
and  by  prompt  obedience  to  law  we  show  reverence  to 
our  rulers.  By  taking  off  our  hats  in  the  presence  of 


252  A  COURSE  IN  CITIZENSHIP 

the  flag,  and  by  standing  when  our  national  anthem  is 
sung,  we  show  reverence  to  the  emblems  of  our  country. 

Read  "  The  Flag  Goes  By,"  Henry  H.  Bennett.  R.L.S. 
No.  CC,  Houghton  Mifflin  Co. 

By  obedience  to  law,  by  living  worthy  lives,  and  by 
cherishing  in  ourselves  and  in  others  the  best  ideals 
for  the  United  States  we  show  reverence  for  our 
country. 

KING  UMBERTO  i 

Edmondo  de  Aivncis 

At  ten  o'clock  precisely  my  father  saw  from  the  win- 
dow Coretti,  the  wood-seller,  and  his  son  waiting  for  me 
in  the  square,  and  said  to  me:  — 

"There  they  are,  Enrico;  go  and  see  your  king." 

I  went  like  a  flash.  Both  father  and  son  were  even 
more  alert  than  usual,  and  they  never  seemed  to  me  to 
resemble  each  other  so  strongly  as  this  morning.  The 
father  wore  on  his  jacket  the  medal  for  valor  between 
two  commemorative  medals,  and  his  mustaches  were 
curled  and  as  pointed  as  two  pins. 

We  at  once  set  out  for  the  railway  station,  where  the 
king  was  to  arrive  at  half-past  ten.  Coretti,  the  father, 
smoked  his  pipe  and  rubbed  his  hands.  "Do  you 
know,"  said  he,  *'I  have  not  seen  him  since  the  war  of 
'sixty-six?  A  trifle  of  fifteen  years  and  six  months. 
First,  three  years  in  France,  and  then  at  Mondovi,  and 
here,  where  I  might  have  seen  him,  I  have  never  had 
the  good  luck  of  being  in  the  city  when  he  came.  Such 
a  combination  of  circumstances!" 

1  Translated  by  Isabel  F.  Hapffood.   Reprinted  by  arrangement  with  Thomas  Y. 
Crowd!  Compauy,  New  York,  Publishers. 


GRADE  VI:   AMERICAN   IDEALS        253 

He  called  the  King  "Umberto,"  like  a  comrade. 

Umberto  commanded  the  sixteenth  division;  Umberto 
was  twenty-two  years  and  so  many  days  old;  Umberto 
mounted  a  horse  thus  and  so. 

"Fifteen  years!"  he  said  vehemently,  accelerating 
his  pace.  "I  really  have  a  great  desire  to  see  him  again. 
I  left  him  a  prince;  I  see  him  once  more,  a  king.  And 
I,  too,  have  changed.  From  a  soldier  I  have  become  a 
hawker  of  wood."  And  he  laughed. 

His  son  asked  him,  "If  he  were  to  see  you,  would  he 
remember  you?" 

He  began  to  laugh. 

"You  are  crazy!"  he  answered.  "That's  quite  an- 
other thing.  He,  Umberto,  was  one  single  man;  we  were 
as  numerous  as  flies.  And  then,  he  never  looked  at  us 
one  by  one." 

We  turned  into  the  Corso  Vittorio  Emanuele;  there 
were  many  people  on  their  way  to  the  station.  A  com- 
pany of  Alpine  soldiers  passed  with  their  trumpets. 
Two  armed  policemen  passed  by  on  horseback  at  a 
gallop.  The  day  was  serene  and  brilliant. 

"Yes!"  exclaimed  the  elder  Coretti,  growing  ani- 
mated, "it  is  a  real  pleasure  to  see  him  once  more,  the 
general  of  my  division.  Ah,  how  quickly  I  have  grown 
old!  It  seems  as  though  it  were  only  the  other  day 
that  I  had  my  knapsack  on  my  shoulders  and  my  gun 
in  my  hands,  at  that  affair  of  the  24th  of  June,  when 
we  were  on  the  point  of  coming  to  blows.  Umberto  was 
going  to  and  fro  with  his  officers,  while  the  cannon  were 
thundering  in  the  distance;  and  every  one  was  gazing 
at  him  and  saying,  *May  there  not  be  a  bullet  for  him 
also!'  I  was  a  thousand  miles  from  thinking  that  I 
should  soon  find  myself  so  near  him,  in  front  of  the 


254  A  COURSE  IN   CITIZENSHIP 

lances  of  the  Austrian  uhlans;  actually,  only  four  paces 
from  each  other,  boys.  That  was  a  fine  day;  the  sky  was 
like  a  mirror;  but  so  hot!  Let  us  see  if  we  can  get  in." 

We  had  arrived  at  the  station;  there  was  a  great 
crowd,  —  carriages,  policemen,  carabineers,  societies 
with  banners.  A  regimental  band  was  playing.  The 
elder  Coretti  attempted  to  enter  the  portico,  but  he  was 
stopped.  Then  it  occurred  to  him  to  force  his  way  into 
the  front  row  of  the  crowd  which  formed  an  opening 
at  the  entrance;  and  making  way  with  his  elbow,  he 
succeeded  in  thrusting  us  forward  also.  But  the  throng 
flung  us  hither  and  thither  a  little.  The  wood-seller  got 
his  eye  upon  the  first  pillar  of  the  portico,  where  the 
police  did  not  allow  any  one  to  stand.  "Come  with 
me,"  he  said  suddenly,  dragging  us  by  the  hand;  and  he 
crossed  the  empty  space  in  two  bounds,  and  went  and 
planted  himself  there,  with  his  back  against  the  wall. 

A  police  brigadier  instantly  hurried  up  and  said  to 
him,  "You  can't  stand  here." 

"I  belong  to  the  fourth  battalion  of  forty-nine,"  re- 
plied Coretti,  touching  his  medal. 

The  brigadier  glanced  at  it,  and  said,  "Remain." 

"Did  n't  I  say  so!"  exclaimed  Coretti  triumphantly; 
"it's  a  magic  word,  that  fourth  of  the  forty-ninth! 
Have  n't  I  the  right  to  see  my  general,  —  I,  who  was 
in  that  squadron .^^  I  saw  him  close  at  hand  then;  it 
seems  right  that  I  should  see  him  close  at  hand  now. 
And  I  say  general!  He  was  my  battalion  commander 
for  a  good  half -hour;  for  at  such  moments  he  com- 
manded the  battalion  himself,  while  it  was  in  the  heart 
of  things,  and  not  Major  Ubrich,  by  Heavens!" 

In  the  meantime,  in  the  reception-room  and  outside, 
a  great  mixture  of  gentlemen  and  officers  was  visible. 


GRADE  VI:   AMERICAN   IDEALS        255 

and  in  front  of  the  door,  the  carriages,  with  the  lackeys 
dressed  in  red,  were  drawn  up  in  a  hne. 

Coretti  asked  his  father  whether  Prince  Umberto  had 
his  sword  in  his  hand  when  he  was  with  the  regiment. 

"He  would  certainly  have  had  his  sword  in  his 
hand,"  the  latter  replied,  "to  ward  off  a  blow  from  a 
lance,  which  might  strike  him  as  well  as  another.  Ah  I 
those  unchained  demons!  They  came  down  on  us  like 
the  wrath  of  God;  they  descended  on  us.  They  swept 
between  the  groups,  the  squadrons,  the  cannon,  as 
though  tossed  by  a  hurricane,  crushing  down  every- 
thing. There  was  a  whirl  of  light  cavalry  of  Alessan- 
dria, of  lancers  of  Foggia,  of  infantry,  of  sharpshooters, 
a  pandemonium  in  which  nothing  could  any  longer  be 
understood.  I  heard  the  shout,  *Your  Highness!  your 
Highness!'  I  saw  the  lowered  lances  approaching;  we 
discharged  our  guns;  a  cloud  of  smoke  hid  everything. 
Then  the  smoke  cleared  away.  The  ground  was  cov- 
ered with  horses  and  uhlans,  wounded  and  dead.  I 
turned  round,  and  beheld  in  our  midst  Umberto,  on 
horseback,  gazing  tranquilly  about,  with  the  air  of 
demanding,  *Have  any  of  my  lads  received  a  scratch.^ ' 
And  we  shouted  to  him,  *  Hurrah!'  right  in  his  face, 
like  madmen.  Heavens,  what  a  moment  that  was! 
Here's  the  train  coming!" 

The  band  struck  up;  the  officers  hastened  forward; 
the  crowd  elevated  themselves  on  tiptoe. 

"Eh,  he  won't  come  out  in  a  hurry,"  said  a  police- 
man; "they  are  presenting  him  with  an  address  now." 

The  elder  Coretti  was  beside  himself  with  impatience. 

"Ah!  when  I  think  of  it,"  he  said,  "I  always  see  him 
there.  Of  course,  there  is  cholera  and  there  are  earth- 
quakes; and  in  them,  too,  he  bears  himself  bravely; 


250  A   COURSE   IN   CITIZENSHIP 

but  I  always  have  him  before  my  mind  as  I  saw  him 
then,  among  us,  with  that  tranquil  face.  I  am  sure  that 
he  too  recalls  the  fourth  of  the  forty-ninth,  even  now 
that  he  is  King;  and  that  it  would  give  him  pleasure 
to  have  for  once,  at  a  table  together,  all  those  whom 
he  -saw  about  him  at  such  moments.  Now,  he  has  gen- 
erals, and  great  gentlemen,  and  courtiers;  then,  there 
were  none  but  us  poor  soldiers.  If  we  could  only  ex- 
change a  few  words  alone!  Our  general  of  twenty-two; 
our  prince,  who  was  entrusted  to  our  bayonets !  I  have 
not  seen  him  for  fifteen  years.  Our  Umberto!  that's 
what  he  is  !  Ah !  that  music  stirs  my  blood,  on  my  word 
of  honor." 

An  outburst  of  shouts  interrupted  him;  thousands 
of  hats  rose  in  the  air;  four  gentlemen  dressed  in  black 
got  into  the  first  carriage. 

"'Tis  he!"  cried  Coretti,  and  stood  as  though  en- 
chanted. 

Then  he  said  softly,  "Madonna  mia,  how  gray  he  has 
grown!" 

We  all  three  uncovered  our  heads;  the  carriage  ad- 
vanced slowly  through  the  crowd,  who  shouted  and 
waved  their  hats.  I  looked  at  the  elder  Coretti.  He 
seemed  to  have  become  taller,  graver,  rather  pale,  and 
fastened  bolt  upright  against  the  pillar. 

The  carriage  arrived  in  front  of  us,  a  pace  distant 
from  the  pillar.   "Hurrah!"  shouted  many  voices. 

"Hurrah!"  shouted  Coretti,  after  the  others. 

The  King  glanced  at  his  face,  and  his  eye  dwelt  for 
a  moment  on  his  three  medals. 

Then  Corretti  lost  his  head,  and  roared,  "The  fourth 
battalion  of  the  forty-ninth!" 

The  King  who  had  turned  away,  turned  towards  us 


GRADE  VI:   AMERICAN   IDEALS        257 

again,  and  looking  Coretti  straight  in  the  eye,  reached 
his  hand  out  of  the  carriage. 

Coretti  gave  one  leap  forwards  and  clasped  it.  The 
carriage  passed  on;  the  crowd  broke  in  and  separated 
us;  we  lost  sight  of  the  elder  Coretti.  But  it  was  only 
for  a  moment.  We  found  him  again  directly,  panting, 
with  wet  eyes,  calling  for  his  son  by  name,  and  holding 
his  hand  on  high.  His  son  flew  towards  him,  and  he 
said,  "Here,  little  one,  while  my  hand  is  still  warm!'* 
and  he  passed  his  hand  over  the  boy's  face,  saying, 
"This  is  a  caress  from  the  King." 

And  there  he  stood,  as  though  in  a  dream,  with  his 
eyes  fixed  on  the  distant  carriage,  smiling,  with  his 
pipe  in  his  hand,  in  the  centre  of  a  group  of  curious  peo- 
ple, who  were  staring  at  him.  "He's  one  of  the  fourth 
battalion  of  the  forty-ninth!"  they  said.  "He  is  a  sol- 
dier that  knows  the  King."  "And  the  King  recognized 
him."  "And  he  offered  him  his  hand." 

"He  gave  the  King  a  petition,"  said  one,  more 
loudly. 

"No,"  replied  Coretti,  whirling  round  abruptly;  "I 
did  not  give  him  any  petition.  There  is  something  else 
that  1  would  give  him,  if  he  were  to  ask  it  of  me." 

They  all  stared  at  him. 

And  he  said  simply,  "My  blood." 

THE  WORSHIP  OF  NATURE 

JOHN  GREENLEAF  WHITTIER 

The  harp  at  Nature's  advent  strung 

Has  never  ceased  to  play; 
The  song  the  stars  of  morning  sung 

Has  never  died  away. 


258  A  COURSE  IN  CITIZENSHIP 

And  prayer  is  made,  and  praise  is  given. 
By  all  things  near  and  far; 

The  ocean  looketh  up  to  heaven. 
And  mirrors  every  star. 


The  mists  above  the  morning  rills 
Rise  white  as  wings  of  prayer; 

The  altar-curtains  of  the  hills 
Are  sunset's  purple  air. 

The  blue  sky  is  the  temple's  arch. 
Its  transept  earth  and  air. 

The  music  of  its  starry  march 
The  chorus  of  a  prayer. 

So  Nature  keeps  the  reverent  frame 
With  which  her  years  began. 

And  all  her  signs  and  voices  shame 
The  prayerless  heart  of  man. 


FEBRUARY:  SELF-CONTROL 

For  the  Teacher: 

THE  HABIT  OF  HEROISM 

WILLIAM   JAMES 

I  may  at  last,  as  a  fifth  and  final  practical  maxim 
about  habits,  offer  something  like  this:  Keej)  the  faculty 
alive  in  you  by  a  little  gratuitous  exercise  every  day.  That 
is,  be  systematically  heroic  in  little  unnecessary  points, 
do  every  day  or  two  something  for  no  other  reason  than 
its  difficulty,  so  that,  when  the  hour  of  dire  need  draws 
nigh,  it  may  find  you  not  unnerved  and  untrained  to 
sUmd  the  test.  Asceticism  of  this  sort  is  like  the  insur- 


GRADE  VI:  AMERICAN  IDEALS        259 

ance  which  a  man  pays  on  his  house  and  goods.  The  tax 
does  him  no  good  at  the  time,  and  possibly  may  never 
bring  him  a  return.  But,  if  the  fire  does  come,  his  having 
paid  it  will  be  his  salvation  from  ruin.  So  with  the  man 
•who  has  daily  inured  himself  to  habits  of  concentrated 
attention,  energetic  volition,  and  self-denial  in  imneces- 
sary  things.  He  will  stand  like  a  tower  when  everything 
rocks  around  him,  and  his  softer  fellow-mortals  are 
winnowed  like  chaff  in  the  blast.  ^ 

For  the  Class: 

He  that  ruleth  his  spirit  is  greater  than  he  that  taketh 
a  city. 

Suggestions  for  morning  talks 

To  show  self-control  in  deed,  let  the  class  study:  — 
"  The  Loss  of  the  Birkenhead,"  in  A  Book  of  Golden 
Deeds,  Charlotte  M.  Yonge  (The  Macmillan  Co.), 
and  Fifty  Famous  Stories  Retold,  James  Baldwin 
(American  Book  Co.) ;  The  Loss  of  the  Titanic  (daily 
papers,  April  15-20,  1911),  and  The  Loss  of  the  SS, 
Titanic,  Beesley  (Houghton  Mifflin  Co.). 

To  curb  one's  selfish  impulses  so  that  the  welfare  of  the 
weak  and  helpless  may  be  secured  is  to  have  self- 
control. 

To  show  self-control  in  word,  tell  the  story  of  Lee  and 
the  wounded  Union  soldier  at  Gettysburg.  (See  Lee, 
the  American,  by  Gamahel  Bradford,  Jr.  Houghton, 
Mifflin  Co.) 

To  reply  kindly  to  a  taunt  or  gibe  shows  self-control. 
To  bring  the  lesson  closely  home  to  the  class  tell 
either:  "Coals  of  Fire,"  Louise  Chandler  Moulton, 
from  Bedtime  Stories  (Roberts  Bros.),  or  "Jo  Meets 

»  From  Tdka  to  Teachers  (chapter  on  Habit).  Henry  Holt  &  Co. 


260  A  COURSE  IN  CITIZENSHIP 

Apollyon,"  an  extract  from  Little  Women,  by  Louisa 
M.  Alcott  (Little,  Brown  &  Co.).  These  stories  paint 
the  struggles  of  a  boy  and  girl  to  conquer  a  hot  tem- 
per. Give  Mrs.  Moulton*s  story  to  a  class  of  boys; 
Miss  Alcott's  to  a  class  of  girls.  The  moral  of  both  is 
that  victory  or  self-mastery  comes  as  the  result  of 
persistent  and  prayerful  effort. 

A  boy  or  girl  shows  self-control  when  he  eats  enough 
but  not  too  much  of  simple,  wholesome  food.  A  boy 
shows  self-control  when  he  refuses  to  smoke  cigarettes 
or  cigars,  knowing  that  they  are  harmful  to  a  growing 
lad. 

In  a  wider  sense,  self-control  is  self-direction.  You  con- 
trol yourself  for  a  higher  end.  You  must  keep  your 
soul  on  top.  The  man  who  loses  his  temper  is  always 
at  a  disadvantage  with  those  who  have  a  greater 
power  of  self-control.  He  should  endeavor  to  direct 
his  powers  instead  of  exploding. 

Read  or  tell  of  Washington's  receiving  the  news  of  St. 
Clair's  defeat;  of  his  meeting  with  St.  Clair.  (See 
George  Washingtoriy  Henry  Cabot  Lodge,  American 
Statesman  Series.    Houghton  Mifflin  Co.) 

We  do  not  care  for  the  goody-goody  boy.  We  like  boys 
who  have  plenty  of  force. 

Boys  are  like  locomotives.  It  is  good  to  have  a  full 
head  of  steam  on,  so  long  as  the  engines  keep  the 
track,  and  are  properly  directed.  But  if  they  run  off 
the  track,  the  more  steam,  the  worse  consequences. 
In  football  the  boy  must  keep  his  temper,  no  matter 
what  the  situation.  If  he  loses  his  self-control,  the 
team  is  hurt;  it  stands  less  chance  of  victory.  To 
keep  his  temper,  let  the  boy  or  girl  develop  a  sense 
of  humor. 


GRADE  VI:  AMERICAN  IDEALS        261 

A  NIGHT'S  ADVENTURE  ON  THE 
OHIO  RIVER  1 

AN   INCIDENT    OF   THE  FLOOD  OF    183i2 
MARTHA   M.    THOMAS 

Mr.  and  Mrs.  Martin  had  gone  after  supper  to  help  a 
sick  neighbor,  leaving  their  daughter  Sally,  a  girl  of  thir- 
teen, in  charge  of  little  Will,  aged  nine,  and  the  baby; 
Mrs.  Martin  expected  to  be  back  late  in  the  evening. 
The  children  prepared  for  bed;  they  rolled  a  large  log  on 
the  fire  and  put  a  candle  in  the  lantern.  Soon  they  were 
fast  asleep. 

Suddenly  Sally  was  awakened  by  she  knew  not  what. 
There  was  a  groaning,  creaking  noise,  and  she  thought 
she  felt  the  house  move.  She  sprang  out  upon  the  floor 
and  ran  toward  the  fireplace.  As  she  reached  it  her  feet 
splashed  in  water.  The  thought  came, "  The  river  is  up !  ** 
She  groped  for  a  candle,  touched  it  to  a  coal,  and  had  a 
light.  A  quick  glance  told  her  the  matter.  The  hearth 
had  sunk  several  inches;  up  through  the  crevices  came 
the  water. 

Raising  the  window-curtain,  Sally  gazed  out.  The 
house  was  surrounded  by  water,  the  waves  were  washing 
over  the  doorstep;  as  far  as  her  eyes  could  see  was  only 
water.  Running  to  the  bed,  she  shook  Will.  "Get  up. 
Will,  get  up!  The  river  is  coming  into  the  house!" 

"  What  are  we  to  do?  "  he  asked.  "  We  must  go  to  the 
loft  and  wait  until  father  comes,"  she  answered.  Taking 
the  baby  in  her  arms,  she  climbed  the  stairway.  Then, 
wrapped  in  comforters,  they  held  each  other  close,  not 
daring  to  go  to  bed.  The  little  clock  on  the  mantel-shelf 
struck  two.  Soon  after  there  was  a  great  noise,  as  of 
something  tearing  away.  The  house  swayed  to  and  fro 

»  Abridged  from  Our  Young  Folki,  vol.  vu.  Ticknor  &  Fielda. 


262  A  COURSE  IN  CITIZENSHIP 

and  went  down  one  side  and  up  the  other.  The  children 
clung  closer  to  each  other.  A  moment  more  and  all  was 
quiet  again. 

Presently  Sally  stood  up  and  said,  "We  are  moving, 
Will;  the  house  is  moving!"  She  ran  to  the  front  win- 
dow; they  were  afloat  on  the  broad  Ohio.  Will  saw  the 
terror  in  Sally's  face.  Clinging  close  to  her,  he  said 
softly,  "Don't  cry,  Sally.  God  will  help  us."  Somewhat 
herself  again,  Sally  took  the  baby  up  and  fed  it.  Then 
she  crept  to  the  window  again  with  Will.  "It  will  soon 
be  morning,"  he  said.  "Then  the  people  will  see  us  and 
come  to  take  us  away,"  was  her  reply. 

The  clock  had  struck  four.  Dark  objects  went  swiftly 
by  them;  every  little  while  the  house  would  dip  and 
rock,  as  a  log  or  tree  struck  it.  Five  o'clock  struck  and 
then  six.  They  began  to  see  objects  distinctly  in  the 
dawning  light.  "See,"  cried  Will,  "there  is  a  coop  full 
of  chickens!  There  is  a  dog-house  upside  down  and  the 
poor  dog  is  clinging  to  the  outside." 

With  the  light  all  Sally's  energy  came  back  to  her. 
Taking  the  sheets  off  the  bed,  she  fastened  them  to  a 
couple  of  slats  which  she  nailed  to  the  window-sill  as 
people  did  on  the  river  when  they  wished  a  steamboat 
to  stop.  An  hour  passed;  Sally  was  almost  frantic.  She 
had  seen  people  making  signals  to  them  but  none  came 
to  help. 

"We  are  coming  to  a  town,  this  must  be  Cincinnati!" 
Sally  leaned  out  the  window,  shrieking  for  aid.  "  Put  the 
baby  down.  Will,  and  come  and  wave,"  she  said.  People 
saw  and  shouted  to  them,  but  seemed  to  have  no  power 
to  reach  them.  The  children  increased  their  exertions, 
encouraged  by  the  knowledge  that  they  were  seen. 
Sally  brought  the  baby  and  held  it  up. 

Presently  a  large  boat  came  towards  them.  Slowly 
and  steadily  it  moved  in  and  out,  avoiding  the  driftwood 
floating  by.   Just  then  a  huge  saw-log  dashed  into  the 


GRADE  VI:  AMERICAN  IDEALS        263 

side  of  the  dwelling;  a  shriek  was  given  by  the  lookers-on 
as  the  children  disappeared.  By  a  few  clever  strokes  the 
boat  gained  the  side  of  the  ruin.  One  of  the  crew  climbed 
to  the  window  where  the  children  had  again  appeared, 
and  lifted  them  out.  A  moment  more  and  the  house 
toppled  over  on  its  side. 

"I  thought  God  would  take  care  of  us,"  whispered 
Will  to  Sally. 

MARCH:  REGARD  FOR  CIVIC 
BEAUTY 

For  the  Teacher: 

AMERICA  THE  BEAUTIFUL  * 

KATHARINE  LEE  BATES 

O  beautiful  for  spacious  skies. 

For  amber  waves  of  grain. 
For  purple  mountain  majesties 

Above  the  fruited  plain! 
America!  America! 

God  shed  His  grace  on  thee 
And  crown  thy  good  with  brotherhood 

From  sea  to  shining  sea! 

O  beautiful  for  pilgrim  feet. 

Whose  stem,  impassioned  stress 
A  thoroughfare  for  freedom  beat 

Across  the  wilderness! 
America!  America! 

God  mend  thine  every  flaw. 
Confirm  thy  soul  in  self-control. 

Thy  liberty  in  law! 

>  By  permission  of  the  author. 


264  A  COURSE  IN  CITIZENSHIP 

O  beautiful  for  heroes  proved 

In  liberating  strife. 
Who  more  than  self  their  country  loved. 

And  mercy  more  than  life! 
America!  America! 

May  God  thy  gold  refine. 
Till  all  success  be  nobleness. 

And  every  gain  divine! 

O  beautiful  for  patriot  dream 

That  sees  beyond  the  years 
Thine  alabaster  cities  gleam, 

Undimmed  by  human  tears! 
America!  America! 

God  shed  His  grace  on  thee, 
And  crown  thy  good  with  brotherhood 

From  sea  to  shining  sea! 

Suggestions  for  morning  talks 

Give  the  child  by  field  work  an  ideal  of  a  beautiful  city. 
Questions  such  as  the  following  may  prove  stimulat- 
ing: What  parks  and  other  beautiful  places  in  or 
near  your  city  or  town  have  you  visited?  Speak  of 
their  attractions.  What  beautiful  objects  are  there  in 
your  town?  What  ugly  objects  are  there  in  your 
town?  Untidy,  waste  places,  billboards,  statues,  etc. 
What  historical  buildings  or  relics  are  there  in  your 
town?  Name  streets  with  good  sky-lines;  name  streets 
with  poor  sky-lines.  Name  some  streets  that  are  broad 
and  straight,  with  ample  sidewalks.  Name  some 
streets  that  are  free  from  wires  and  posts.  Name  some 
streets  that  are  shaded  by  trees. 

Show  pictures  of  beautiful  cities,  —  Paris,  Vienna, 
Munich,  Washington.    Explain  the  Paris  law  with 


GRADE  VI:  AMERICAN  IDEALS        ^5 

reference  to  the  height  of  buildings  and  width  of 
streets. 

Finally  ask  the  last  and  practical  question:  What  can 
children  who  have  no  money  to  spend,  do  to  make  the 
town  more  attractive?  Receive  the  following  replies: 
We  must  not  throw  paper,  fruit-skins,  nutshells,  or 
rubbish  of  any  sort  upon  the  street.  Those  articles 
belong  in  the  rubbish  barrels.  Story  of  Dresden  police- 
man (see  below).  W^e  must  not  mark  with  pencil,  cut 
with  knife,  or  scratch  matches  upon  any  public 
building,  fence,  or  statue.  Story  of  a  man  at  the 
Boston  Public  Library  (see  below).  Respect  that 
which  you  can  injure  but  cannot  replace.  Obey  the 
public  laws  as  to  picking  flowers,  and  keeping  off  the 
grass  in  parks.  The  flowers,  shrubs,  trees,  and  greens- 
ward must  remain  beautiful  for  all  to  enjoy.  To  mar 
their  beauty  is  to  show  ingratitude  for  hospitality. 

Plant  trees,  vines,  and  flowers  on  your  own  grounds  and 
tend  them  carefully.  Do  not  gather  wild  flowers 
thoughtlessly.  Story  of  the  lady's-shppers  (see  below). 
Try  to  have  your  own  back  yard  the  neatest  on  the 
street.  Keep  the  school  grounds  clean  and  beautify 
them  with  flower  beds.  Protect  the  birds,  that  all 
may  enjoy  their  beauty  of  plumage,  flight,  and  song. 
Try  to  leave  the  world  more  beautiful  than  you  found 
it. 

BEAUTY  REQUIRES  THOUGHTFULNESS 

FANNY  E.    COE 

The  city  of  Dresden,  like  many  of  the  German  cities, 
has  most  beautifully  kept  streets.  No  one  throws  about 
paper,  fruit-skins,  or  rubbish  of  any  sort.  This  is  against 


266  A  COURSE  IN  CITIZENSHIP 

the  law,  and  in  Germany,  men,  women,  and  children  are 
most  obedient  to  the  public  statutes. 

One  day  an  American  woman  was  walking  in  Dresden. 
A  rod  or  so  ahead  strode  a  policeman,  large,  dignified, 
and  beautifully  uniformed.  Suddenly  he  halted  and 
threw  up  his  hands  in  horror. 

The  American  hastened  to  his  side.  He  had  dis- 
covered upon  the  sidewalk  a  bit  of  paper  the  size  of 
a  postage-stamp.  Then  with  the  light  ojQScial  stick  he 
carried,  he  dug  a  small  hole  and  buried  the  offending 
scrap  from  sight. 

As  the  American  passed  on,  she  found  herself  wishing 
that  the  children  in  America  could  have  taken  a  lesson 
from  that  little  scene. 

The  vestibule  and  stairway  of  the  Boston  Public 
Library  are  of  polished  yellow  marble,  of  a  most  lovely 
color.  A  man  struck  a  match  upon  the  marble  and  pro- 
ceeded to  light  a  cigar. 

"How  can  you  do  that?"  cried  a  shocked  passer-by. 

"That's  all  right.  It  isn't  my  house!"  was  the 
thoughtless  reply. 

He  was  wrong.  The  Library  was  his  house,  as  it  was  a 
building  for  the  use  of  all  the  citizens,  even  though  a  few 
were  unworthy  of  the  great  privilege. 

A  woman  entered  the  street  car.  She  held  in  her  hand 
a  bouquet,  about  a  foot  in  diameter,  of  the  rare  wild 
orchid  known  as  "lady's-slipper."  She  met  the  many 
glances  cast  at  herself  and  her  flowers  with  smiles  of 
complacency.  She  failed  to  realize  that  the  more  intel- 
ligent of  the  passengers  were  saying  to  themselves: 
"Thoughtless  woman!  To  seize  and  bear  away  for  her 
own  gratification  such  quantities  of  a  rare  wild  flower! 
If  every  one  acted  so  selfishly  this  variety  of  orchid 
would  be  uprooted  forever." 


GRADE  VI:  AMERICAN  IDEALS        267 
APRIL:  THRIFT  AND  INDUSTRY 

For  the  Teacher: 

GOOD   WORK 

JOHN   RUSKIN 

A  man  or  woman  in  public  or  in  private  life,  who  ever 
works  only  for  the  sake  of  the  reward  that  comes  for  the 
work  will  in  the  long  run  do  poor  work  always.  I  do  not 
care  where  the  work  is,  the  man  or  woman  who  does 
work  worth  doing  is  the  man  or  woman  who  lives, 
breathes,  and  sleeps  that  work;  with  whom  it  is  ever 
present  in  his  or  her  soul;  whose  ambition  is  to  do  it  well 
and  feel  rewarded  by  the  thought  of  having  done  it  well. 
That  man,  that  woman,  puts  the  whole  country  under 
an  obligation. 

For  the  Class : 

Nothing  is  good  work  except  the  best  that  one  is 
capable  of. 

Suggestions  for  morning  talks 
Thrift 
Read;   "L'Envoi,"   to   "Life's   Handicap,"   Rudyard 
Kipling,  Songs  from  Books.  Doubleday,  Page 
&Co. 
The  wise  are  careful  in  the  use  of  tim£  and  money.  Read 
"Spare  Moments"    (page  275),   in  White's   School 
Management  (American  Book  Co.),  to  show  what 
great  things  may  be  accomplished  with  odds  and  ends 
of  time. 
Whenever  you  earn  money  or  have  money  given  to  you, 
you  should  not  spend  it  thoughtlessly  for  toys  or 


268  A  COURSE  IN  CITIZENSHIP 

candy  or  anything  you  happen  to  see.  You  should  set 
it  aside  and  add  to  it  until  you  can  buy  something  of 
true  value,  —  a  book,  a  pair  of  skates,  a  flower  for 
your  mother,  a  present  for  your  little  brother,  a  new 
hat,  or  a  pair  of  boots  for  yourself. 

As  soon  as  you  are  earning  money  regularly,  you  should 
save  a  part  of  your  earnings,  even  though  it  be  a  very 
small  amount.  To  save  in  early  life  means  inde- 
pendence and  comfort  in  old  age.^ 

Keep  your  desires  simple.  Do  not  think  you  must  have 
everything  that  another  boy  or  girl  has.  Read  "The 
Fortune,"  by  Laura  E.  Richards,  from  The  Golden 
Windows  (Little,  Brown  &  Co.).  Do  not  borrow 
money  from  other  children.  Do  not  bet  or  gamble. 
Be  willing  to  pay  a  fair  price  for  what  you  buy.  It  is 
mean  to  try  to  get  something  for  nothing. 

Never  save  money  that  is  actually  needed  by  you  or 
your  family  for  food,  clothing,  or  other  necessities  of 
life.  To  save  under  such  circumstances  is  hoarding. 
This  is  wrong. 

Read:   "Waste  Not,  Want  Not,"  Maria  Edgeworth, 
R.L.S.  No.  44.  Houghton  Mifflin  Co. 
"The  Whistle,"  Benjamin  Franklin,  from  Poor 
Richard's  Almanac  and  Other  Papers,  R.L.S. 
No.  21.  Houghton  Mifflin  Co. 

Industry 

"Blessed  is  he  who  has  found  his  work;  let  him  ask 
no  other  blessedness."  —  Carlyle. 

Some  men  who  have  won  this  blessing  are :  Luther  Bur- 
bank,  who  developed  ten  thousand  seedlings  to  secure 
a  single  flower;  Charles  Darwin,  who  toiled  eighteen 

*  N.B.  The  teacher  may  start  the  class  in  penny-saving.  A  circular  is  issued  by  the 
Massachusetts  Bank  Commission  instructing  teachers  how  to  guide  children  in  this 
direction. 


GRADE  VI:  AMERICAN  IDEALS 

years  before  publishing  the  results  of  his  experi- 
ments, although  much  of  the  time  he  could  work 
but  fifteen  minutes  consecutively;  Louis  Pasteur,  who 
gave  years  of  his  Uf e  and  even  risked  his  health  to 
discover  the  nature  of  germs;  Louis  Agassiz,  who 
risked  his  eyesight  and  his  life  in  the  study  of  fossils 
and  glaciers;  Francis  Parkman,  who,  though  handi- 
capped by  inability  to  use  his  eyes,  made  authori- 
tative histories  of  Indian  and  Canadian  life. 

The  happiest  men  are  those  who  can  "toil  terribly"  to 
accomplish  good  for  themselves  and  their  fellowmen. 
Such  men  are  apt  to  be  good  men,  for  they  have  no 
time  to  spend  in  idleness  or  self-indulgence. 

The  boy  or  girl  who  wishes  to  become  a  useful  citizen 
may  begin  now.  He  must  prepare  his  lessons  thor- 
oughly and  steadily;  do  his  home  tasks  faithfully 
and  regularly;  spend  his  playtime  in  hard  outdoor 
games;  cultivate  a  hobby,  —  stamps,  minerals,  an 
herbarium,  an  aquarium,  etc. ;  respect  all  honest  labor 
and  laborers;  shun  idleness  as  he  would  poison; 
Remember  the  old  saying,  "Satan  finds  some  mischief 
still  for  idle  hands  to  do."  Remember  that  every  day 
counts:  it  is  sustained  effort  that  is  most  important. 

Read:  "How  Johnny  Bought  a  Sewing  Machine,"  by 
Horatio  Alger,  Jr.,  in  Our  Young  Folks, 
vol.  II,  1866.  Ticknor  &  Fields. 

FIVE  CENTS  A  DAY  ^ 

ANONYMOUS 

The  cumulative  power  of  money  is  a  fact  not  very 
generally  appreciated.  There  are  few  men  living  at  the 

1  From  SeUd  Storict  and  Quotations.  A.  Flanagan  Co.,  Chicago,  III. 


270  A  COURSE  IN  CITIZENSHIP 

age  of  seventy-five,  hanging  on  to  existence  by  some 
slender  employment,  or  pensioners,  it  may  be,  on  the 
bounty  of  kindred  or  friends,  but  might  by  exercising  the 
smallest  particle  of  thrift,  rigidly  adhered  to  in  the  past, 
have  set  aside  a  respectable  sum  which  would  materially 
help  them  maintain  their  independence  in  their  old  age. 
Let  us  take  the  small  sum  of  five  cents  which  we  daily 
pay  to  have  our  boots  blackened,  to  ride  in  a  car  the  dis- 
tance we  are  able  to  walk,  or  to  procure  a  bad  cigar  we 
are  better  without,  and  see  what  its  value  is  in  the  course 
of  years. 

We  will  suppose  a  boy  of  fifteen,  by  blacking  his  own 
boots,  or  saving  his  cherished  cigarette,  puts  by  five 
cents  a  day.  In  one  year  he  saves  $18.35,  which,  being 
banked,  bears  interest  at  the  rate  of  five  per  cent  per 
annum,  compounded  semi-yearly.  On  this  basis,  when 
our  thrifty  youth  reaches  the  age  of  sixty-five,  having 
set  his  five  cents  per  day  religiously  aside  during  fifty 
years,  the  result  is  surprising.  He  has  accumulated  no 
less  a  sum  than  $3983.18.  A  scrutiny  of  the  progress  of 
this  result  is  interesting.  At  the  age  of  thirty  our  hero 
has  $395;  at  forty,  $877;  at  fifty,  $1667;  at  sixty,  $2962. 
After  fifteen  years'  saving  his  annual  interest  more  than 
equals  his  original  principal;  in  twenty-five  years  it  is 
more  than  double;  in  thirty-five  years  it  is  four  times  as 
much;  in  forty-five  years  it  is  eight  times  as  much  as  the 
annual  amount  he  puts  by.  The  actual  cash  amount 
saved  in  fifty  years  is  $912.50,  the  difference  between 
that  and  the  grand  total  of  $3893.18  —  namely, 
$2970.68  —  is  accumulated  interest.  What  a  magnifi- 
cent premium  for  the  minimum  of  thrift  that  can  well 
be  represented  in  figures! 


GRADE  VI:  AMERICAN  lEEALS       271 

MAY:  HEROES  OF  PEACE 

For  the  Teacher: 

COURA.GE   IN  EVERYDAY  LIFE 

EDWIN  D.   MEAD 

The  battle-field  has  been  the  theater  of  infinite  faith- 
fulness, self-sacrifice,  and  service,  of  the  highest  heroism 
often  as  well  as  the  deepest  horror.  But  the  esteem  and 
glorification  of  the  soldier  has  been  out  of  all  proportion 
to  the  honor  paid  the  heroes  of  other  fields  than  the 
battle-field  whose  service,  done  to  no  accompaniment 
of  fife  and  drum  or  waving  banners,  often  imposed  a 
greater  risk,  demanded  a  far  higher  courage,  and  had  a 
vastly  nobler  and  more  useful  end.  .  .  .  The  soldier  who 
risks  his  life  to  save  the  State,  or  at  the  State's  com- 
mand, is  no  more  truly  a  public  servant,  nor  the  expo- 
nent or  agent  of  patriotism,  than  the  statesman  or  the 
teacher;  and  the  policeman,  the  engineer,  the  fireman, 
and  the  surfman,  faithful  and  firm  at  their  dangerous 
posts,  place  us  under  equal  obligation  and  deserve  as 
well  at  our  hands. 

Suggestions  for  morning  talks 

Give  accounts  of  Dr.  Grenfell  and  his  medical  work 
"down  North  on  the  Labrador**;  of  Booker  T.  Wash- 
ington*s  struggles  to  educate  and  uplift  his  race;  of 
Dr.  Samuel  G.  Howe*s  work  with  the  blind  and  deaf; 
of  Clara  Barton  and  the  Red  Cross  Society.  All  these 
and  many  more  are  "patriots  in  higher  spheres  and 
with  higher  tools  than  the  man  with  the  gun.** 

These  persons  are  world-renowned,  but  there  are  many 
obscure  heroes  whose  deeds  have  precisely  the  same 


272  A  COURSE  IN  CITIZENSHIP 

quality  of  fine  unselfishness:  Captain  Thomas  A. 
Scott  and  the  ferryboat;  Edward  V.  Wedin,  the  tel- 
egraph operator  volunteering  for  service  in  New 
Orleans  during  the  yellow  fever;  John  R.  Binns,  wire- 
less operator  on  the  S.S.Republic;  Peter  Woodland,  the 
foreman  and  day-laborer  in  the  Hudson  River  Tun- 
nel; the  life-savers  at  Lone  Hill;  Sergeant  Vaughan, 
the  fireman  in  New  York  City;  Walter  Waite  in  the 
Cherry  Mine  Tragedy;  "Partners,"  Little  Mackie, 
the  crippled  child;  Collins  Graves  and  his  race  with 
the  flood.  Nearly  all  the  stories  cited  for  illustra- 
tion of  this  topic  may  be  found  in  An  American 
Book  of  Golden  Deeds,  by  James  Baldwin  (American 
Book  Co.),  and  Heroes  of  Everyday  Life,  by  Fanny 
E.  Coe  (Ginn  &  Co.). 

If  you  do  your  duty  each  day  so  faithfully  that  it  will  be 
a  simple  matter  to  do  more  than  your  duty  in  any 
emergency,  you  may  make  of  yourself  a  possible  hero 
of  peace. 

Read:  "The  Hero,"  John  G.  Whittier.  Houghton, 
Mifflin  Co. 


JACK  BINNS,  THE  HERO  OF  THE 
STEAMSHIP  REPUBLIC  ' 

FANNY   E.    COE 

Several  years  ago  occurred  the  most  thrilling  rescue 
at  sea  ever  known  in  marine  annals.  It  was  at  this  time 
that  the  wireless  telegraphy  proved  to  the  world  its 
tremendous  possibilities  for  service. 

It  was  the  23d  of  January,  1909.  The  great  White 
Star  liner  Republic  with  seven  hundred  souls  on  board 

»  From  Heroea  of  Everyday  Life.  Ginn  &  Co. 


GRADE  VI:  AMERICAN  IDEALS        273 

was  groping  her  way  through  a  dense  fog  some  twenty- 
six  miles  south  of  Nantucket.  She  had  been  enveloped 
in  fog  ever  since  leaving  New  York  City  some  fifteen 
hours  before.  Suddenly  out  of  the  gloom  appeared  a 
huge  steamer.  Prow  on,  she  dealt  the  Republic  an  over- 
whelming blow  in  the  side,  and  then  vanished  into  the 
fog. 

The  terrified  passengers  rushed  on  deck  to  find  them- 
selves in  total  darkness.  From  the  moment  of  collision, 
all  lights  went  out  on  the  ship.  Captain  Sealby  spoke  to 
the  people,  reassuring  them;  and  they  bore  themselves 
with  great  calmness  and  self-control.  Even  while  the 
captain  spoke,  the  wireless  operator,  John  R.  Binns,  a 
young  man  of  twenty-five  years,  was  bending  to  his 
work. 

The  walls  of  his  narrow  room  had  been  crushed  and  a 
portion  of  his  apparatus  wrecked.  He  could  do  nothing 
with  his  dynamos.  But  using  his  accumulators  he  began 
throwing  messages  over  the  sea.  He  told  of  the  sad 
plight  of  the  Republic  and  called  for  aid.  There,  in  the 
darkness,  with  the  ship  still  reeling  from  the  shock,  with 
the  water  pouring  into  the  hold,  with  hundreds  of  human 
beings  in  terror  of  death  on  the  deck  hard  by.  Jack 
Binns  sounded  the  distress  call:  "C.Q.D.";  "C.Q.D."; 
"C.Q.D." 

"C.Q.D."  is  the  most  important  signal  in  the  service. 
When  that  call  is  heard,  all  the  stations  drop  their  work 
and  attend  to  it  alone. 

Siasconset,  on  Nantucket  Island,  the  farthest  seaward 
station  on  the  American  coast,  heard  the  call  and 
answered.  Immediately  she  passed  on  the  word  to  all 
ships  on  the  sea  equipped  with  the  wireless  telegraph 
within  two  hundred  miles.  She  also  informed  all  land 
stations  within  the  same  radius.  In  this  way  two  steam- 
ships, the  White  Star  liner  Baltic  and  the  French 
steamer  La  Lorraine,  were  turned  from  their  course  and 


274  A  COURSE  IN  CITIZENSHIP 

directed  toward  their  sister  ship  in  her  great  peril.  The 
Lucania  also  offered  help. 

The  apparatus  on  the  Republic  was  weak.  Binns 
nursed  his  power  against  a  time  when  he  might  need  it 
more.  His  machine  could  send  messages  only  a  little 
over  sixty  miles.  Siasconset  caught  these  messages  and 
repeated  them  to  the  hastening  ships  and  to  the  shore. 
From  the  harbors,  revenue  cutters  sped  towards  Nan- 
tucket to  see  what  aid  they  could  offer.  Within  half  an 
hour  after  the  accident,  thousands  knew  of  what  had 
occurred  in  the  pall  of  fog  out  to  sea  and  help  was 
speeding  toward  the  stricken  vessel. 

But  the  Florida,  the  steamship  that  had  rammed  the 
Republic,  was  nearest  of  all.  She  had  sustained  less 
injury  than  her  victim.  Accordingly,  on  Saturday 
morning,  the  passengers  of  the  latter  ship  were  trans- 
ferred, for  greater  safety,  to  the  Florida.  The  dangerous 
task  lasted  for  several  hours. 

In  the  mean  while,  Binns  still  sat  at  his  post  directing, 
to  the  best  of  his  ability,  the  steamers  that  were  search- 
ing for  the  Republic  in  the  midst  of  the  enshrouding  fog. 
This  was  not  an  easy  task.  "All  the  ships  for  a  hundred 
miles  around  were  inquiring,  complaining,  ordering, 
beseeching,  bleating,  like  a  flock  of  sheep.  The  electric 
snarl  was  complete  for  a  time."  The  Baltic  reached  the 
neighborhood  of  the  Republic  at  two  o'clock  on  Satur- 
day, but,  owing  to  the  fog,  it  was  not  until  six  o'clock 
that  she  succeeded  in  locating  the  Republic  definitely. 

Tattersall,  the  Marconi  operator  on  the  Baltic,  "a 
little  slim,  red-whiskered  Londoner,  quick  on  his  feet 
and  as  lithe  as  a  cat,"  said  in  regard  to  the  search  for  the 
Republic:  "It's  the  awful  nervous  strain  of  striving, 
always  striving,  to  get  the  message  right,  when  half  a 
dozen  monster  batteries  are  jerking  flashes  to  you  at  the 
same  time,  poimding  in  your  ears,  making  sparks  swarm 
before  your  eyes.  That's  what  gets  on  a  man's  nerves; 


GRADE  VI:  AMERICAN  IDEALS        275 

that's  what  makes  you  next  to  insane.  I  hardly  knew 
what  to  do,  with  the  Republic  signaling  me  faintly,  r<** 
faintly,  that  I  could  n't  make  out  whether  they  were 
saying,  *We  are  sinking,'  or,  *A11  safe.'" 

The  batteries  had  given  out  on  the  Republic,  and  for 
some  hours  all  signaling  had  been  by  means  of  subma- 
rine bells. 

At  six  o'clock  Saturday  night,  by  orders  of  Captain 
Sealby,  all  the  crew  left  the  Republic,  as  it  was  feared 
that  she  might  founder  in  the  night.  Binns  joined  Tat- 
tersall  on  the  Baltic.  Tattersall  tells  of  their  meeting  as 
follows:  "That  chap  Binns  is  a  rare  plucky  one,  he  is. 
I  know  him  pretty  well,  you  know,  but  even  so,  I  was 
astonished  when  he  walked  into  my  cabin  Saturday 
night,  after  they  had  taken  off  the  crew  of  the  Republic. 

"  *  Hullo ! '  he  said,  cool  as  you  please;  *  thought  I  'd  see 
how  you  were,  old  chap.  Had  a  brisk  sort  of  a  time, 
did  n't  we.'^' 

"He  told  me  he  never  worried  after  the  crash  came. 
*I  worked,'  he  said,  *  because  it  seemed  the  easiest  thing 
to  do.'" 

The  next  morning  Captain  Sealby,  with  a  volimteer 
crew  of  fifty  men,  boarded  the  Republic,  which  was  still 
afloat.  Binns  obtained  some  new  batteries  and  returned 
to  his  old  post.  He  was  there  all  Sunday.  Three  vessels 
undertook  the  towing  of  the  Republic.  It  was  thought 
she  might  be  beached  and  so  not  be  a  total  loss  to  her 
owners.  But  the  hope  proved  vain. 

In  the  early  evening  the  captain  ordered  the  brave 
volunteers  to  "abandon  ship,"  and  at  eight  o'clock  the 
Republic  sank.  Binns  had  clung  to  his  post  till  ordered 
off  by  the  captain.  One  of  his  brave  messages  had  said : 
"I'm  on  the  job.  Ship  sinking,  but  will  stick  to  the 
end."  Binns  kept  his  word,  and  his  bearing  through- 
out these  terrible  thirty-eight  hours  serves  as  a  lofty 
precedent  for  all  Marconi  operators  in  the  future.    His 


276  A  COURSE  IN  CITIZENSHIP 

"celerity,  fidelity,  and  intelligence  have  made  his  name 
immortal." 

A  few  days  later  M.  Boutelle,  of  Illinois,  paid  in  Con- 
gress a  glowing  tribute  to  Binns.  He  said  in  closing, 
"Binns  has  given  the  world  a  splendid  illustration  of  the 
heroism  that  dwells  unseen  in  many  who  are  doing  the 
quiet,  unnoticed  tasks  of  life.  It  is  an  inspiration  to  all 
of  us  to  feel  that  there  are  heroes  for  every  emergency 
and  that  in  human  life  no  danger  is  so  great  that  some 
Jack  Binns  is  not  ready  to  face  it." 

JUNE:  THE  WORKING  MEMBERS  OF 
SOCIETY 

For  the  Teacher: 

EACH  AND  ALL 

RALPH   WALDO  EMERSON 

Little  thinks,  in  the  field,  yon  red-cloaked  clown 

Of  thee  from  the  hill-top  looking  down; 

The  heifer  that  lows  in  the  upland  farm. 

Far-heard,  lows  not  thine  ear  to  charm; 

The  sexton,  tolling  his  bell  at  noon. 

Deems  not  that  great  Napoleon 

Stops  his  horse,  and  lists  with  delight, 

Whilst  his  files  sweep  round  yon  Alpine  height; 

Nor  knowest  thou  what  argument 

Thy  life  to  thy  neighbor's  creed  has  lent. 

All  are  needed  by  each  one; 

Nothing  is  fair  or  good  alone. 

For  the  Class: 

"The  health  and  the  happiness  of  each  one  of  us  is 
utterly  dependent  on  the  health  and  the  happiness  of 


GRADE  VI:  AMERICAN  IDEALS       277 

every  one  else.  .  .  .  No  one  can  be  fully  blessed  in  any 
community  until  the  blessing  rests  on  all." 


Suggestions  for  morning  talks 

Make  a  careful  study  of  the  important  service  rendered 
by  the  following  persons  who  ring  our  doorbells  during 
the  day:  The  postman;  the  iceman;  the  grocer;  the 
laundryman;  the  ashman.  Trace  the  misfortunes  and 
inconveniences  that  would  result  if  these  men  should 
neglect  their  daily  tasks. 

Walk  down  the  main  street  of  your  suburb  or  city  and 
make  a  Kst  of  the  different  trades  and  occupations  you 
find.  Think  of  as  many  other  servants  of  the  pub- 
lic as  you  can,  and  arrange  them  in  order,  accord- 
ing to  the  importance  of  their  service.  Be  ready 
to  tell  how  good  service  benefits  the  neighborhood  in 
each  case.  Tell  of  the  cobbler;  the  tailor;  the  baker; 
the  apothecary;  the  small- wares  storekeeper;  the 
newspaper  dealer,  etc. 
The  purpose  of  this  task  is  to  arouse  discussion,  one 

result  of  which  will  be  that  the  pupils  will  see  that 

thorough  and  faithful  work  is  a  vital  necessity  in  all  these 

activities :  — 

Policeman.  Lighthouse  keeper.  Minister. 

Fireman.  Life-saver.  Teacher. 

Switchman.  Physician.  Lawyer. 

Railroad  engineer.  Nurse.  Mother. 

Read  to  the  class  "Daily  Bread,"  by  Dr.  E.  E.  Hale, 
in  Christmas  Eve  and  Christmas  Day  (Roberts 
Brothers),  a  wonderful  illustration  of  the  truth  that 
"we  are  all  members  one  of  another."  Read*' The 


278  A  COURSE  IN  CITIZENSHIP 

Deep  Sea  Cables,"  by  Rudyard  Kipling,  in  The  Seven 
Seas  (D.  Appleton  &  Co.). 
As  negative  teaching,  sketch  briefly  the  story  of  the  fall 
of  the  Pemberton  Mills,  where  an  imperfectly  cast 
iron  column  was  the  cause  of  the  great  disaster;  also 
the  story  of  the  careless  inspection  of  life-preservers 
which  led  to  many  deaths  on  the  steamship  Slocum. 
Tell  the  tale  of  the  one  bit  of  worm-eaten  board 
built  into  a  new  ship. 

"  For  want  of  a  nail,  the  shoe  was  lost. 
For  want  of  the  shoe,  the  horse  was  lost. 
For  want  of  the  horse,  the  rider  was  lost. 
For  want  of  the  rider,  the  battle  was  lost, 
For  want  of  the  battle,  the  Kingdom  was  lost. 
And  all  for  want  of  a  horseshoe  nail." 

All  comers  of  the  world  are  also  linked  together  by 
trade,  by  philanthropy,  etc.  Read:  "Our  Multitude 
of  Helpers,"  by  Harris,  in  Ethics  for  ChildreUy  by  Ella 
Lyman  Cabot  (Houghton  MiflSin  Co.),  and  "The 
Ship  that  found  Herself,"  by  Rudyard  Kipling  (an 
allegorical  presentation  of  this  same  thought),  in 
The  Day's  Work  (Doubleday,  Page  &  Co.). 

"We  are  not  dependent,  nor  are  we  independent,  but 
we  are  all  interdependent.  Every  thought,  every  word, 
and  every  act  sent  into  the  world  either  adds  to  or  sub- 
tracts from  the  happiness  therein  —  we  are  all  united 
so  closely  that  one  of  us  cannot  so  much  as  speak  with- 
out affecting,  to  some  degree,  all  mankind.  Maeter- 
linck puts  it  beautifully  where  he  speaks  of  the  old  man, 
sitting  quietly  in  his  study,  whose  winking  eyelids  affect 
the  movements  of  a  distant  star."  —  Thomas  Dreier, 
in  The  Outlook,  July  5,  1913. 


GRADE  VI:   AMERICAN   IDEALS       279 
THE  POLICEMAN  AT  THE  CORNER  * 

LOUISE  ROBINSON 

Have  you  ever  stood  on  the  curbing  of  the  sidewalk 
and  watched  the  policeman  on  duty  at  the  crossing?  If 
you  have  never  done  so,  you  have  missed  an  interesting 
experience. 

The  policeman  assigned  to  this  particular  duty  has  to 
cultivate  certain  qualities  that  will  make  him  of  value  to 
the  community. 

There  he  stands  in  the  middle  of  the  street  in  the 
pelting  rain,  the  driving  snow,  the  cutting  wind,  or  the 
midday  heat.  On  either  side  of  him  are  the  car  tracks. 
Carriages,  wagons,  automobiles,  push  carts,  bicycles  go 
past  him  in  either  direction.  He  raises  his  hand  and 
the  traffic  stops  —  the  crossing  is  clear  for  pedestrians. 
Amidst  the  throng  he  sees  an  old  woman  waiting  to 
cross.  Tenderly  he  guides  her  feeble  and  timid  steps  to  a 
place  of  safety. 

The  rattling  wheels  once  more  go  by;  the  horns  of  the 
automobiles  blow;  the  bicycles'  bells  ring.  Again  the 
hand  of  the  law  is  raised.  This  time  some  school  children 
are  carefully  taken  across. 

Here  is  a  person  anxious  to  get  into  a  car.  As  she 
starts  from  the  curbing  a  wagon  goes  between  her  and 
the  car,  and  she  fears  that  the  motorman  may  not  get 
her  signal.  The  policeman  sees  her,  stops  the  car,  and 
helps  her  aboard. 

And  so  through  the  busy  day  his  work  goes  on,  and 
but  few  stop  to  think  of  the  kindness,  the  courtesy,  the 
judgment,  the  integrity,  and  the  faithfulness  of  this 
guardian  of  our  public  highway. 

The  policeman  who  deserves  our  confidence  has  a 
keen  interest  in  his  work.   Ask  him  if  he  is  bored,  and 

>  From  The  Humane  Manual.  American  Humane  Education  Society. 


280  A  COURSE  IN  CITIZENSHIP 

you  Will  generally  find  that  he  is  surprised  at  your  ques- 
tion. Bored?  Not  he.  He  is  a  student  of  human  nature. 
His  schoolroom  is  the  crossing.  He  learns  his  daily  les- 
sons from  the  people  who  pass  by.  He  makes  many 
friends.  He  scatters  cheerful  "Good-mornings,**  and 
receives  as  many  more  in  return.  Little  children  accept 
his  proffered  hand  as  confidently  as  they  take  their 
father's  hand,  and  in  return  bestow  upon  him  their 
smile  of  gratitude  and  friendship.  His  blue  suit,  his  well- 
blacked  shoes,  his  gray  helmet,  and  his  shiny  brass 
buttons  are  a  welcome  sight. 

One  of  the  finest  attributes  of  a  certain  policeman 
whom  I  know,  is  the  kindness  he  extends  not  only  to 
human  beings,  who  can  express  their  thanks  to  him,  but 
to  the  animals  who  pass  along  his  street.  During  the 
coldest  days  of  last  winter,  my  policeman  has  often 
stepped  across  the  street  and  picked  up  and  put  on  a 
horse's  blanket  that  had  blown  off  while  its  owner  was  in 
a  nearby  store. 

Every  cold  morning  this  winter,  I  have  seen  this 
policeman  stop  at  the  fruit  man's  store  for  a  quart  of 
peanuts.  He  empties  the  peanuts  into  the  pockets  of  his 
greatcoat. 

When  there  is  a  little  lull  in  the  duties  of  the  crossing, 
the  policeman  shells  the  peanuts  and  throws  the  meat  to 
the  pigeons  and  sparrows.  They  surround  him  in  their 
eagerness  to  have  a  peanut  breakfast.  They  are  so  tame 
that  they  will  eat  from  his  hand.  They  see  him  before  he 
throws  a  single  nut. 

The  squirrels  from  the  Public  Garden  near  by  have 
learned  to  know  the  hour  of  his  arrival,  and  the  sight  of 
the  birds  flying  towards  him  is  a  signal  that  they  too 
may  share  in  the  feast.  One  very  friendly,  little,  gray 
squirrel  has  been  known  to  walk  into  the  policeman's 
pocket  in  his  eagerness  to  find  the  source  of  this  daily 
supply  of  good  things. 


GRADE   VI:  AMERICAN   IDEALS       281 

One  morning,  a  very  interesting  thing  happened.  It 
was  a  little  before  the  policeman's  usual  hour  of  arrival. 
I  stood  on  the  comer  waiting  for  my  car.  Suddenly 
from  roof  and  tree  came  the  pigeons  and  sparrows  and 
surrounded  me.  Darting  across  the  road,  came  a  little 
gray  squirrel.  I  put  out  my  arm  —  he  ran  up  on  it  and 
sat  and  looked  at  me  with  eager  anticipation. 

I  was  surprised  to  see  the  same  friendliness  that  had 
been  manifested  toward  the  policeman,  transferred  to 
me.  I  had  no  peanuts  in  my  possession.  I  offered  some 
crackers  from  my  lunch-basket.  They  were  accepted  by 
the  birds,  but  not  with  the  usual  eagerness  displayed  for 
the  peanut  feast,  and  my  little  friend,  the  squirrel,  gave 
me  one  grieved  look,  went  down  my  arm,  and  ran  back 
to  the  Garden,  bitterly  disappointed  to  think  that  he 
had  traveled  across  the  muddy  road  for  such  a  common- 
place breakfast. 

I  told  the  policeman  about  it  the  next  morning. 
"Why  should  they  have  come  to  me?"  I  said. 

The  policeman  smiled,  thought  a  moment,  and  then 
answered,  "I  think  they  thought  your  blue  suit  was  my 
uniform." 

What  do  you  think  about  it?  You  may  be  sure  if  I 
wear  my  blue  suit  again,  there  will  be  peanuts  in  the 
pockets! 


GRADE  VII 

THE  UNITED  STATES  AND  THE 
WORLDS 

BY  FANNIE  FERN  ANDREWS 

INTRODUCTION 

LIBERTY'S  LATEST  DAUGHTER* 

BAYARD  TAYLOR 

Foreseen  in  the  vision  of  sages. 

Foretold  when  martyrs  bled, 
She  was  born  of  the  longing  ages. 

By  the  truth  of  the  noble  dead 

And  the  faith  of  the  living,  fed! 
No  blood  in  her  lightest  veins 
Frets  at  remembered  chains. 
Nor  shame  of  bondage  has  bowed  her  head. 

In  her  form  and  features,  still. 

The  unblenching  Puritan  will, 
Cavalier  honor,  Huguenot  grace. 

The  Quaker  truth  and  sweetness. 
And  the  strength  of  the  danger-girdled  race 

Of  Holland,  blend  in  a  proud  completeness. 
From  the  home  of  all,  where  her  being  began. 
She  took  what  she  gave  to  man :  — 
Justice  that  knew  no  station, 

Belief  as  soul  decreed, 

*  The  lists  of  books  given  under  the  various  topics,  both  in  this  grade  and  in  Grade 
VIII,  are  not  intended  to  represent  a  complete  bibliography.  They  are  chiefly  those 
used  in  the  preparation  of  the  work. 

*  From  Mantud  qf  talriotism,  published  by  the  New  York  Board  of  Education. 


GRADE   VII:   THE   UNITED   STATES    283 

Free  air  for  aspiration. 

Free  force  for  independent  deed. 
She  takes,  but  to  give  again. 
As  the  sea  returns  the  rivers  in  rain; 
And  gather  the  chosen  of  her  seed 
From  the  hunted  of  every  crown  and  creed. 
Her  Germany  dwells  by  a  gentler  Rhine; 
Her  Ireland  sees  the  old  sunburst  shine; 
Her  France  pursues  some  dream  divine; 
Her  Norway  keeps  his  mountain  pine; 
Her  Italy  waits  by  the  western  brine; 
And,  broad-based,  under  all 

Is  planted  England's  oaken-hearted  mood, ' 

As  rich  in  fortitude 
As  e'er  went  world-ward  from  the  island  wall. 

Fused  by  her  candid  light. 

To  one  strong  race  all  races  here  unite; 
Tongues  melt  in  hers;  hereditary  foemen 

Forget  their  sword  and  slogan,  kith  and  clan. 
*Tyas  glory  once  to  be  a  Roman; 

She  makes  it  glory  now  to  be  a  man. 

The  object  in  this  grade  is  to  teach  the  historical  back- 
ground of  our  civilization.  Our  aim  is  to  point  out  those 
elements  having  their  origin  in  ancient  and  mediaeval 
life,  to  show  the  motives  for  discovery  and  colonization, 
and  to  illustrate  how  all  these  ideas  developed  the 
Republic  of  the  United  States.  Our  further  aim  is  to 
emphasize  that  since  the  birth  of  the  Union,  its  life  has 
been  intertwined  with  world  movements;  that,  in  fact, 
through  the  great  streams  of  immigration,  Europeans 
have  played  a  large  part  in  developing  our  resources  and 
in  moulding  our  national  ideals.  We  have  attempted  to 
show  also  that  with  its  historical  background  and  unique 
mixture  of  peoples,  the  United  States  is  pecuHarly  fitted 


284  A  COURSE  IN   CITIZENSHIP 

at  the  present  time,  the  greatest  crisis  of  the  world's 
history,  to  take  a  leading  part  in  the  struggle  for  lib- 
erty and  justice.  World  democracy  is  but  the  expan- 
sion of  American  faith.  The  realization  of  our  ideals 
is  only  possible  in  a  world  in  which  the  peoples  are  as- 
sured of  justice  and  fair  dealing,  as  against  force  and 
selfish  aggression. 


SEPTEMBER:  OUR  BEGINNINGS  IN 
EUROPE 

THE  PILGRIM  FATHERS  1 

JOHN   BOYLE   o'rEILLY 

Here,  on  this  rock,  and  on  this  sterile  soil, 
Began  the  kingdom,  not  of  kings,  but  men; 
Began  the  making  of  the  world  again. 
Here  centuries  sank,  and  from  the  hither  brink, 
A  new  world  reached  and  raised  an  old  world  link. 

When  English  hands,  by  wider  vision  taught, 
Threw  down  the  feudal  bars  the  Normans  brought 
And  here  revived,  in  spite  of  sword  and  stake. 
Their  ancient  freedom  of  the  Wapentake. 

Here  struck  the  seed  —  the  Pilgrims'  roofless  town, 
Where  equal  rights  and  equal  bonds  were  set; 
Where  all  the  people,  equal-franchised,  met; 

Where  doom  was  writ  of  privilege  and  crown; 

Where  human  breath  blew  all  the  idols  down; 
Where  crests  were  naught,  where  vulture  flags  were 

furled, 
And  common  men  began  to  own  the  world ! 

»  From  Life  and  Complete  Poems  of  John  Boyle  O'BeiUy,  edited  by  Mrs.  John 
Boyle  O'Reilly.  Cassell  &  Co. 


GRADE   VII:   THE   UNITED   STATES    285 

The  topics  for  discussion  suggested  below  are  con- 
densed from  the  sixth  grade  outUne  of  the  History 
Committee  of  the  American  School  Peace  League, 
which  in  turn  is  based  on  the  outline  prepared  by  the 
Committee  of  Eight  for  the  same  grade.  The  latter  is 
also  largely  drawn  upon  in  the  selection  and  arrange- 
ment of  topics,  and  the  appended  bibliography  includes 
many  of  the  books  given  in  the  Report  of  the  Com- 
mittee of  Eight. 

The  treatment  of  this  topic  at  this  time  not  only  car- 
ries out  the  logical  sequence  of  our  Course  in  Citizenship, 
but  gives  an  opportunity  for  a  brief  review  of  the  sixth 
grade  history  by  those  teachers  who  are  working  with 
the  outhne  of  the  Committee  of  Eight.  In  any  case,  this 
treatment  will  prove  a  healthy  background  for  the  his- 
tory work  of  the  seventh  and  eighth  grades. 

Under  this  topic,  the  teacher  has  a  rich  opportunity  to 
show  what  America  started  from.  Children  can  under- 
stand something  of  the  civilization  which  formed  the 
background  of  our  early  discoverers,  and  will  in  conse- 
quence appreciate  the  achievements  of  later  generations 
and  the  responsibilities  for  the  future.  The  impression 
can  be  vividly  made  that  Americans  started  with  many 
ways  of  living  known  to  the  Greeks,  Romans,  and  the 
people  of  the  Middle  Ages. 

Topics  for  disctission 

1.  What  Americans  started  with. 

When  Columbus  discovered  America,  the  people  of 
the  world  had  learned  to  make  houses,  boats,  bows, 
hatchets,  ploughs,  and  spinning-wheels.  They  had 
also  invented  the  alphabet.  Before  the  Pilgrims 
came,  the  compass,  gunpowder,  and  printing  were 


286  A  COURSE  IN  CITIZENSHIP 

invented.   How  did  the  compass  stimulate  explora- 
tion? What  use  was  made  of  gunpowder  by  the  early 
settlers?     How    did    the    printing-press    stimulate 
learning? 
2.  What  the  Greeks  have  taught  us. 

Hero  worship.  —  Some  of  the  heroes  they  tried  to 
imitate;  tell  the  story  of  Jason  and  the  Golden 
Fleece.  Siege  of  Troy.  Wanderings  of  Ulysses. 

Artistic  skill.  —  Athens,  the  most  splendid  of 
ancient  Greek  cities.  Explain  what  the  Acropolis  was 
and  what  the  Parthenon  was  used  for.  Greek  art  the 
standard  to-day. 

Respect  for  a  perfect  body.  —  The  Greeks  believed 
that  a  beautiful  body  indicated  a  beautiful  soul. 
What  were  the  Olympic  games  and  what  were  the 
rewards  of  the  victor?  What  are  the  modern  Olym- 
pics? 

The  principles  of  democracy.  —  In  the  Athenian 
democracy,  what  great  truth  did  the  Greeks  first 
teach  the  world?  What  did  Pericles  teach?  For  what 
do  we  remember  Socrates? 
Bead: 

Teachers'  List: 

Pericles,  Evelyn  Abbot.  G.  P.  Putnam's  Sons. 
Three  Greek  Children^  Alfred  J,  Chmch,   G.  P.Put- 
nam's Sons. 
Children's  List: 

Stories  of  the  Old  World,  Part  i,  Alfred  J.  Church. 

Ginn  &  Co. 
Old    Greek    Stories,    James    Baldwin.     American 

Book  Co. 
The  Story  of  the  Greek  People,  Eva  March  Tappan. 
Houghton  Miflain  Co. 


GRADE   VII:   THE   UNITED   STATES     287 

3.  What  we  have  learned  from  the  Romans. 

Love  of  country.  —  The  Romans  were  willing  to 
endure  any  suffering,  go  through  any  danger,  or  give 
up  life  itself  for  the  sake  of  their  country. 

Law  and  order.  —  They  taught  the  world  how  to 
unite  tribes  and  states  under  a  single  government. 
Some  forms  of  the  old  Roman  law  are  now  used.  We 
imitate  their  architecture  and  engineering.  Our 
museums  are  enriched  by  their  works  of  art,  and  our 
libraries  abound  in  books  written  by  their  poets,  their 
historians,  and  their  philosophers.  No  person  can  be 
called  educated  unless  he  has  some  knowledge  of 
Roman  civiUzation.  Show  the  necessity  for  law  and 
order  in  a  civilized  world. 
Read: 

Teachers'  List: 
Julius  CoBsar,  William  Warde  Fowler.  G.  P.  Put- 
nam's Sons. 
Foundations  of  England,  chap,  in,  Sir  James  Henry 
Ramsay.  The  Macmillan  Co. 
Children's  List: 

Ten  Boys,  Jane  Andrews.  Ginn  &  Co. 

Story  of  the  Romans,  Helene  Marie  Adeline  Guer- 

ber.  American  Book  Co. 
Famous  Men  of  Rome,  John  Henry  Haaren  and  Ad- 
dison B.  Poland.  University  Publishing  Co. 
The  Story  of  the  Roman  People,  Eva  March  Tappan. 
Houghton  Miflflin  Co. 

4.  What  we  have  learned  from  the  Middle  Ages. 

The  Germans,  —  the  conquerors  and  the  heirs  of 
Rome.  The  village  moot  the  beginning  of  the  Ameri- 
can town  meeting,  and  the  moots  of  the  hundred  and 
the  shire  the  beginnings  of  representative  government 


288  A   COURSE   IN   CITIZENSHIP 

corresponding  to  our  State  Legislatures  and  National 
Congress  at  Washington.  Relate  some  of  the  stories 
of  this  period,  such  as  the  Nibelung  tales. 

The  English,  —  our  historical  connection  with  the 
Roman  world.  Stories  of  the  hardships  of  King 
Alfred  in  his  struggle  to  unite  the  Danes  and  English 
into  one  people.  Tell  how  he  helped  to  spread  good 
books;  of  his  just  laws.  The  story  of  Alfred  and  the 
cowherd's  wife.  The  wicked  king,  John  Lackland. 
The  Great  Charter.  The  two  main  promises  which 
the  wicked  king  made  to  the  barons  at  Runnymede, 
—  he  will  collect  no  taxes  except  by  consent  of  the 
council,  nor  imprison  men  without,  by  trial,  proving 
them  guilty  of  breaking  the  laws.  The  beginning  of 
the  English  Parliament;  —  the  council  consisted  not 
only  of  great  barons  and  bishops  (the  House  of 
Lords),  but  also  of  men  sent  by  the  towns  to  represent 
them  (the  House  of  Commons). 
Read: 

Teachers'  List: 

Civilization   During   the  Middle  Ages,   chap,   v, 
George    Burton    Adams.     Charles    Scribner's 
Sons. 
A  History  of  MedicBval  and  Modem  Europe,  W.  S. 

Davis.  Houghton  Mifflin  Co. 
Short  History  of  the  English  People,  chaps,  i  and  iv, 

John  Richard  Green.  The  Macmillan  Co. 
The  English  Constitution,  chap,  xiv,  Jesse  Macy. 

The  Macmillan  Co. 
History  of  Western  Europe,  chaps,  xviii,  xix,  James 

Harvey  Robinson.  Ginn  &  Co. 
Mediceval  Civilization,  pp.  129-58,  Dana  Carleton 
Munro  and  George  Clarke  Sellery.  Century  Co. 


GRADE   VII:   THE   UNITED   STATES     289 

Children's  List: 

Stories  from  English  History y  Alfred  John  Church. 

The  Macmillan  Co. 
Stories  from  English  History ,  Albert  Franklin  Blais- 

dell.   Ginn  &  Co. 
A  Book  of  Golden  Deeds,  Charlotte  Mary  Yonge. 

The  Macmillan  Co. 
Stories  from  English  History,  Henry  Pitt  Warren. 

D.  C.  Heath  &  Co. 
England's  Story,  Eva  March  Tappan.   Houghton 

Mifflin  Co. 
Old   World   Hero    Stories,  Eva   March   Tappan. 

Houghton  Mifflin  Co. 

5.  The  motives  of  discovery. 

The  Crusades  promoted  trade  with  the  East  and 
developed  a  love  of  travel,  and  when  the  Turks  cut 
off  the  northern  route,  the  rising  nations  of  Europe 
desired  to  find  an  ocean  route  to  India,  China,  and 
Japan. 
Read: 

Teachers'  List: 

English  Wayfaring  Life  in  the  Middle  Ages,  Jean  A. 

A.  J.  Jusserand.  G.  P.  Putnam's  Sons. 
Discovery  of  America,  chap,  iii,  John  Fiske.  Hough- 
ton Mifflin  Co. 
Children's  List: 

TheCrusaders,  Alfred  J.  Church.  The  Macmillan  Co. 
Stones  from  English  History,    Henry  P.  Warren. 
D.  C.  Heath  &  Co. 

6.  Discoveries. 

Voyages  of  the  Northmen  —  discovery  of  America 
without  important  results.  Marco  Polo  —  knowledge 
of  the  Pacific.    Portuguese  voyages  —  first   great 


290  A  COURSE  IN  CITIZENSHIP 

accomplishments  of  discovery.  Columbus  —  his  four 
voyages  —  his  firm  belief  that  the  earth  was  round. 
Successors  of  Columbus  —  proof  that  America  was  a 
new  continent. 
Read: 

Teachers*  List: 

Discovery  of  America^  chaps,  ii,  iii,  iv,  v,  vi,  vii,  x, 

John  Fiske.  Houghton  Mifflin  Co. 
Christopher  Columbus,  chaps,  ix,  xv,  Justin  Winsor. 
Houghton  Mifflin  Co. 
Children's  List: 

A  First  Book  in  American  History,  Edward  Eggles- 

ton.  American  Book  Co. 
Explorers  and  Founders  of  America,  A.  E.  Foote 

and  A.  W.  Skinner.    American  Book  Co. 
Our  Country'' s  Story,  Eva  March  Tappan.  Hough- 
ton Mifflin  Co. 

7.  The  spirit  of  conquest. 

Cortez  in  Mexico.  Francisco  Pizarro  in  Peru.  De 
Soto  in  Cuba  and  Florida.   By  1574,  Spain  the  only 
European  country  which  had  possessions  in  the  New 
World.   Spanish  missions. 
Read: 

Teachers*  List: 

Discovery  of  America,  chap,    viii,   John   Fiske. 
Houghton  Mifflin  Co. 
Children's  List: 
Our  Country's  Story,  Eva  March  Tappan.  Hough- 
ton Mifflin  Co. 
Explorers  and  Founders  of  America,  A.  E.  Foote 
and  A.  W.  Skinner.    American  Book  Co. 

8.  Rivalries  of  Spain,  England,  and  France. 

Sir  Francis   Drake   and   the   Spanish   Armada. 


GRADE   VII:   THE   UNITED   STATES     291 

Jacques  Cartier  and  the  French  claim  to  North 
America.  The  rivalries  and  hatreds  of  the  Old  World 
planted  in  America. 
Read: 

Teachers'  List: 

Shcyrt  History  of  the  English  People,  chap,  vii,  sees. 

5  and  6,  John  Richard  Green.  Macmillan. 
Age  of  Elizabethy  Mandell  Creighton.   Longmans, 

Green  &  Co. 
Spain  in  Americay  chap,  xii,  Edward  Bourne. 

Harper  &  Bros. 
Pioneers  of  New  France,  chaps,  iii-viii,  Francis 

Parkman.  Little,  Brown  &  Co. 
Brave    Little    Holland,    William    Elliott    GriflSs. 

Houghton  Mifflin  Co. 
History  of  the  United  States,  George  Bancroft.  D. 
Appleton  &  Co. 
Children's  List: 

Stories  from  English  History,  Alfred  J.  Church. 

The  Macmillan  Co. 
Stories  from  English  History,  Albert  J.  Blaisdell. 

Ginn  &  Co. 
England's  Story,  Eva  March  Tappan.   Houghton 
Mifflin  Co. 

OCTOBER:  THE  INFLUENCE  OF 
EUROPE  ON  OUR  EARLY  HISTORY 

THE  FRIENDSHIP  OF  FRANCE 

BARON  d'eSTOURNELLES  DE  CONSTANT 

To  speak  only  of  the  French,  have  they  not  gloriously 
followed  their  star,  their  destiny,  in  realizing  here  in  the 


292  A  COURSE   IN   CITIZENSHIP 

United  States  the  dreams  of  Cartier,  Champlain,  Mar- 
quette, and  of  the  great  La  Salle?  Did  they  not  joyously 
take  part,  not  only  in  the  founding  of  your  country,  but 
in  its  emancipation,  in  the  persons  of  Lafayette  and 
Rochambeau?  Did  they  not  send  you  their  great  Ferdi- 
nand de  Lesseps,  another  pioneer  of  a  work  to  be  com- 
pleted? It  is  but  natural  that,  in  turn,  the  French 
should  feel  pride  in  your  future  and  tremble  to  see  it 
compromised.  That  is  why  I,  with  the  best  of  my  heart, 
mind,  and  brain,  have  spoken  for  three  months  to  the 
American  people  like  a  friend,  like  a  brother. 

Our  purpose  in  treating  this  topic  is  to  point  out  in 
historical  sequence  the  different  elements  of  character 
planted  in  the  New  World  by  European  forces;  and 
later,  to  emphasize  that  the  struggle  for  freedom  and 
liberty  has  been  a  continuous  world  struggle.  The 
teacher  has  an  excellent  opportunity  to  show  that  the 
leaders  in  those  days  achieved  their  ends  only  through 
perseverance,  courage,  and  loyalty  to  the  great  princi- 
ple of  liberty  and  democracy. 

Topics  to  be  considered 

1.  European  competition  for  American  colonies. 

From  1585  to  1763,  Spain,  France,  Holland,  and 
Sweden  carried  on  a  lively  competition  for  the  New 
World.  This  was  prompted  by  two  motives,  the  com- 
mercial and  the  religious. 

Show  how  the  commercial  motive  brought  Sir 
Walter  Ralei'gh  and  Captain  John  Smith  to  Virginia, 
Samuel  de  Champlain  to  Acadia  and  Quebec,  the 
Dutch  West  India  Company  to  New  Amsterdam,  the 
Swedish  West  India  Company  to  Wilmington,  Dela- 
ware, and  established  the  Barbadoes  Colony  at 
Charleston,  South  Carolina. 


GRADE  VII:   THE   UNITED  STATES    293 

Read: 

Industrial  History  of  the  United  States^  chap,  ii, 

Katharine  Coman.  The  Macmillan  Co. 
Origin  and  Growth  of  English  Colonies,  chap,  iv, 

Hugh  E.  Egerton.  Barnes. 
Short  History  of  the  English  People,  John  R.  Green. 

The  Macmillan  Co. 
Knickerbocker's  History  of  New  Yofk,  Washington 

Irving.  G.  P.  Putnam's  Sons. 
The  Dutch  and  Quaker  Colonies  in  America,  John 

Fiske.  Houghton  Mifflin  Co. 
Struggle  for  a  Continent,  Francis  Parkman.  Little, 

Brown  &  Co. 
Show  how  the  religious  motive  established  the 
Separatists  at  Plymouth,  the  aristocratic  Puritans  at 
Salem  and  Boston,  the  democratic  Puritans  in  Con- 
necticut, the  theocratic  Puritans  at  New  Haven, 
the  Friends  at  Philadelphia,  and  the  Scotch-Irish 
Presbyterians  in  the  Carolinas,  Virginia,  and  Penn- 
sylvania. 
Read: 

Liberty  Documents,  chap,  vi,  Mabel  Hill.    Long- 
mans, Green  &  Co. 
History  of  the  United  States,  George  Bancroft.   D. 

Appleton  &  Co. 
The   Puritan   Revolution,    Samuel    R.    Gardiner. 

Charles  Scribner's  Sons. 
Brave  Little  Holland,  William  E.  Griffis.  Houghton 

Mifflin  Co. 
Colonial  Era,  pp.   102,   112,   George  P.  Fisher. 

Charles  Scribner*s  Sons. 
Beginners  of  a  Nation,  Edward  Eggleston.    D. 
Appleton  &  Co. 


294  A   COURSE   IN   CITIZENSHIP 

The  Courtship  of  Miles  Standish,  Henry  W.  Long- 
fellow. R.L.S.  No.  2.  Houghton  Mifflin  Co. 
Grandfather's  Chair,  Nathaniel  Hawthorne.  R.L.S. 

Nos.  7,  8,  9.  Houghton  Mifflin  Co. 
Oliver  Cromwell,  Charles  H.  Firth.  G.  P.  Putnam's 

Sons. 
The  Dutch  and  Quaker  Colonies  in  Americay  vol.  ii, 
p.  114,  John  Fiske.  Houghton  Mifflin  Co. 
To  appreciate  fully  the  elements  of  character  which 
were  later  to  make  up  the  new  nation,  children  should 
have  vivid  impressions  of  the  great  personalities  of 
the  period,  such  as  John  Smith,  Samuel  de  Champlain, 
John  Robinson  and  William  Bradford,  John  Winthrop 
and  John  Cotton,  Thomas  Hooker,  John  Davenport, 
Charles  I  and  Cromwell,  William  Penn  and  George  Fox, 
and  James  Oglethorpe.  These  should  be  taken  as  story 
subjects. 

How  did  Captain  John  Smith  succeed  in  saving  the 
Johnstown  colony  from  ruin? 

Why  would  Samuel  de  Champlain  have  made  a 
good  citizen  of  the  United  States? 

What  spirit,  derived  from  the  teachings  of  John 
Robinson,  distinguished  the  Separatist  Pilgrims 
of  Plymouth  from  the  Puritans  of  Salem  and 
Boston? 

Why  was  Governor  William  Bradford  elected  for 
thirty  consecutive  years? 

Why  did  Thomas  Hooker's  idea  of  government  suc- 
ceed over  that  of  John  Winthrop  and  John  Cotton? 
How  did  the  views  of  John  Davenport  violate  our 
modem  conception  of  citizenship? 

What  eifect  did  the  autocratic  rule  of  Charles  I 
and  of  Cromwell  have  on  the  colonies? 


GRADE   VII:   THE   UNITED   STATES     295 

Why  is  William  Perm's  "Holy  Experiment  "  a  val- 
uable legacy  to  this  country? 

What  is  the  relation  between  George  Fox's  doc- 
trine of  "the  Inner  Light "  and  Democracy? 

In  what  ways  was  James  Oglethorpe  ahead  of  his 
time? 
2.  North  American  Colonies,  make-weights  in  world- 
wide strife  between  France  and  England,  1748  to 
1763. 
Read: 

History  of  New  France,  Francis  Parkman.   Little, 

Brown  &  Co. 
Struggle  for  a  Continent,  Francis  Parkman.  Little, 

Brown  &  Co. 
New  France  and  New  England,  John  Fiske.  Hough- 
ton Mifflin  Co. 
The  Boys'  Parkman,   Louis  Hasbrouck.     Little, 

Brown  &  Co. 
Story  of  American  History,  Albert  F.  Blaisdell. 

Ginn  &  Co. 
History  of  the  United  States,  George  Bancroft.   D. 

Appleton  &  Co. 
Short  History  of  the  English  People,  John  R.  Green. 
The  Macmillan  Co. 
Story  subjects : 

Selected   stories    from    Parkman.     Montcalm    and 
Wolfe.  Triumph  of  England. 
Contrast  the  political  policies  of  France  and  Eng- 
land in  their  seventy  years'  struggle  for  the  posses- 
sion of  North  America. 

Why  was  "the  spontaneous  life  of  communities 
that  governed  themselves  in  town  meeting"  the 
■    poHcy  that  was  sure  to  thrive  in  the  New  Worid? 


296  A   COURSE   IN   CITIZENSHIP 

In  overthrowing  French  power  in  America,  what 
responsibilities  did  the  EngHsh  race  assume? 
3.  The  EngUsh  Civil  War,  1775-1783:  France,  Spain, 

and  Holland  combine  against  England. 
Read: 

The  American  Revolution,  John  Fiske.   Houghton 

Mifflin  Co. 
Rise  of  the  Republic  of  the  United  States,  Richard 

Frothingham.  Little,  Brown  &  Co. 
Chapters  on  this  period  in  William  E.  H.  Lecky's 
History  of  England,  D.  Appleton  &  Co.,  and  in 
Justin  Winsor's  Narrative  and  Critical  History  of 
America,  Houghton  Mifflin  Co. 
Life  of  Thomas  Paine,  M.  D.  Conway.    G.  P. 

Putnam's  Sons. 

American  Statesmen  Series  —  Washington,  by  H.  C. 

Lodge,  Franklin,  by  J.  T.  Morse,  Jr.,  and  Samuel 

Adams,  by  J.  K.  Hosmer.  Houghton  Mifflin  Co. 

History  of  the  American  Revolution,   George  O. 

Trevelyan.  Longmans,  Green  &  Co. 
George  III  and  Charles  James  Fox,   George  O. 

Trevelyan.  Longmans,  Green  &  Co. 
History  of  Canada,  William  Kingsford.  Rowsell  & 
Hutchison,  Toronto,  Canada. 
Story  subjects: 

Washington,  Samuel  Adams,  R.  Morris,  George  III, 
Lord   North,    C.   J.    Fox,   Lafayette,    Franklin, 
Thomas  Paine,  the  French  Alliance. 
What  was  the  influence  of  the  struggle  upon 
French  soldiers  and  statesmen? 

In  what  way  was  William  Pitt  an  English  pa- 
triot? 

"The  example  of  America  and  the  teaching  of 


GRADE   VII:   THE   UNITED   STATES     297 

French  philosophers  had  awakened  a  new  spirit  of 
humanity/'    Read  what  the  young  poets,  Samuel 
Taylor  Coleridge  and  William  Wordsworth,  wrote 
about  the  movement. 
Read:  Eternal  Peaces  by  Immanuel  Kant.    Show  how 

he  identified  the  cause  of  self-government  with 

the  cause  of  permanent  peace. 


NOVEMBER:    THE    UNITED    STATES 
IN  THE  NAPOLEONIC  PERIOD 

FRANCE:  AN  ODE 

SAMUEL  TAYLOR  COLERIDGE 

O  ye  loud  waves!  and  O  ye  forests  high! 
And  O  ye  clouds  that  far  above  me  soared! 
Thou  rising  sun !  thou  blue  rejoicing  sky ! 
Yea,  everything  that  is  and  will  be  free ! 
Bear  witness  for  me,  whereso*er  ye  be, 
With  what  deep  worship  I  have  still  adored 
The  spirit  of  divinest  liberty. 

When  France  in  wrath  her  giant  limbs  upreared. 
And  with  that  oath  which  smote  air,  earth,  and  sea. 
Stamped  her  strong  foot,  and  said  she  would  be  free. 
Bear  witness  for  me  how  I  hoped  and  feared. 

The  ideas  of  our  statesmen  during  the  Napoleonic 
Wars  were  fastened  in  Old- World  politics.  We  find,  for 
example,  the  English  conservatism  of  Hamilton,  who 
believed  in  authority  and  had  no  faith  in  the  wisdom  of 
the  masses.  On  the  other  hand,  the  French  philosophy 
which  permeated  Jefferson  made  him  a  democrat  and 


298  A   COURSE   IN   CITIZENSHIP 

inspired  his  steady  devotion  to  what  he  considered  to  be 
the  cause  of  the  people.  These  two  types  of  men  strug- 
gled for  ascendency,  and  during  the  struggle  took  sides  in 
the  conflict  between  England  and  France.  Although  the 
nation  remained  neutral,  we  were  seriously  injured  by 
both  countries.  With  this  situation  began  the  breaking 
away  from  Old- World  tradition  which  resulted  in  our 
Second  War  of  Independence.  It  should  be  pointed  out 
here  that  the  new  Western  spirit,  which  prompted  the 
Lewis  and  Clark  Expedition,  began  to  be  a  factor  in  our 
national  life.  The  discussion  should  point  to  the  conclu- 
sion that  the  variety  of  elements  and  the  combination  of 
tyi>es  of  thinking  have  given  our  country  its  distinctive 
character,  and  that  no  type  of  manliness  could  have 
been  dispensed  with  in  the  process. 

Topics  to  be  considered 

1.  The  United  States  in  the  Napoleonic  Wars,  1789- 

1814. 
Jefferson  and  the  Democratic  friends  of  France; 

Hamilton  and  the  Federalist  friends  of  England. 
Purchase  of  Louisiana,  1804,  a  part  of  Napoleon's 

anti-English  policy. 
The  crumbling  of  Spain. 

2.  The  United  States  in  collision  with  England,  1812- 

14. 
Beginning  of  the  United  States  as  a  world-power. 
European  policy  (Russia  and  Germany)  friendly  to 

the  United  States  out  of  a  desire  to  raise  up  an 

enemy  to  England. 
End  of  the  great  European  wars. 
The  Hundred  Years  of  Peace  between  the  United 

States  and  Great  Britain. 


GRADE   VII:  THE  UNITED  STATES    299 

Read: 

History  of  the  United  States,  Henry  Adams.  Charles 

Scribner's  Sons. 
History  of  the  People  of  the  United  States,  vols,  i  and 

II,  John  Bach  McMaster.   D.  Appleton  &  Co. 
The  Making  of  the  Great  West,  S.  A.  Drake.  Charles 

Scribner's  Sons. 
Mere  Literature,  chap,   viii,   Woodrow  Wilson. 

Houghton  Mifflin  Co. 
Lewis  and  Clark,  William  Lighton.     Riverside 

Biographical  Series.  Houghton  Mifflin  Co. 
Rise  of  the  New  West,  Frederick  J.  Turner.  Harper 

&  Bros. 
Lives  of  Jefferson  (John  T.  Morse,  Jr.),  and  Ham- 
ilton (Henry  C.  Lodge),  American  Statesmen 

Series.  Houghton  Mifflin  Co. 
The  Winning  of  the  West,   Theodore  Roosevelt. 

G.  P.  Putnam's  Sons. 
History  of  the  United  States  Navy,  Edgar  S.  Mac- 
lay.  D.  Appleton  &  Co. 
Americans  Conquest  of  Europe,  David  Starr  Jordan. 

American  Unitarian  Association. 
The  Men   Who  Made  the  Nation,   Edwin  Erie 

Sparks.  The  Macmillan  Co. 
The  Promotion  of  Peace.   Bulletin,  1913,  no.  12, 

Fannie  Fern  Andrews.    United  States  Bureau 

of  Education. 
History  of  the   United  States,  Jacob  Schouler. 

Dodd,  Mead  &  Co. 
Story  subjects: 

Jefferson,  Napoleon,  William  Pitt,  Lewis  and  Clark. 
Constitution    vs.    Guerriere.     Lawrence,    Hull, 

Perry,  and  Jackson. 


300  A   COURSE   IN   CITIZENSHIP 

Why  was  it  better  to  buy  Louisiana  from  Napoleon  than 
to  go  to  war  with  France? 

How  did  the  Lewis  and  Clark  Expedition  help  to  de- 
velop a  new  spirit  in  our  nation? 

How  did  this  new  spirit  affect  our  relations  with  other 
nations? 

Why  did  the  New  England  Federalists  oppose  the  War 
of  1812? 

Why  has  the  Treaty  of  Ghent  become  so  famous? 

The  Rush-Bagot  Agreement  of  1817  provided  that  there 
should  be  no  warships  on  the  Great  Lakes  which  join 
the  United  States  and  Canada,  and  ever  since  that 
time,  for  nearly  a  hundred  years,  this  long  boundary, 
now  nearly  four  thousand  miles  long,  has  been  a  boun- 
dary of  peace  without  a  warship  or  a  fortress,  a 
soldier  or  a  gun. 

Why  was  this  agreement  a  remarkable  document? 

What  influence  has  it  had  on  the  movement  for  better 
international  relations? 


DECEMBER:  EUROPEAN  INTEREST 
IN  SPANISH  AMERICA 

THE  PAN-AMERICAN  UNION 

JOHN   BARRETT 

But  during  this  formative  period  of  the  great  Republic 
of  the  North  forces  were  at  work  in  the  southern  half  of 
this  hemisphere  creating  a  group  of  independent,  self- 
governing  nations,  in  spite  of  the  forces  of  despotism  in 
Europe,  laboring  under  the  guise  of  a  so-styled  "Holy 
Alliance,"  to  aid  Spain  in  her  attempt  to  keep  them  in 


GRADE  VII:  THE  UNITED  STATES    301 

subjection.  Out  of  a  long  travail  of  fifteen  years, 
fraught  with  the  horrors  of  fire  and  sword,  repression, 
imprisonment,  denial  of  rights,  there  came  forth  nine 
weak  yet  strong  repubKcs  —  strong  in  the  righteousness 
of  their  cause. 

After  the  United  States  had  gained  her  freedom  from 
Europe,  she  became  involved  in  another  struggle  for 
liberty.  Having  watched  the  United  States  win  her  in- 
dependence, Mexico  and  the  other  Spanish  colonies  in 
America  rose  in  revolt  against  Spain  who  looked  for  aid 
to  the  Holy  Alliance.  It  is  in  this  period  that  we  see 
developed  a  new  American  policy.  On  account  of  the 
Spanish  secessions  and  a  dispute  with  Russia  over  the 
limits  of  her  possessions  in  the  Northwest,  the  United 
States  announced  to  the  world  that  this  country  was 
not  only  a  land  of  liberty  but  a  protector  of  liberty.  The 
Monroe  Doctrine,  promulgated  on  December  2,  1823, 
was  a  firm  declaration  against  European  intervention  in 
American  affairs,  and  a  clear  statement  of  our  intention 
not  to  take  part  in  the  wars  of  the  European  powers. 
Moreover,  the  United  States  wished  to  stand  alone  in 
this  policy,  and  with  singular  independence  rejected 
the  proposition  of  the  British  Prime  Minister,  George 
Canning,  who  suggested  a  joint  declaration  on  the  part 
of  England  and  the  United  States.  In  his  message. 
President  Monroe  expressed  the  feeling  that  the  institu- 
tions of  the  New  World  were  essentially  different  from 
those  of  the  Old,  and  therefore  should  have  their  inde- 
pendent development.  Thus  we  see  the  people  of  the 
United  States,  with  almost  unanimous  voice,  proclaim- 
ing themselves  the  guardians  of  the  New  World.  The 
immediate  effect  of  this  new  doctrine  was  to  block  the 
proposed  intervention  of  the  Holy  Alliance,  thus  allow- 


30«3  A   COURSE   IN  CITIZENSHIP 

ing  the  southern  half  of  the  western  hemisphere  to 
develop  into  independent  nations  with  governments 
similar  to  our  own. 

The  later  results  and  the  enlarged  conception  of  the 
Monroe  Doctrine  will  be  treated  under  March. 

Topics  for  discussion 

Hidalgo  and  Bolivar. 

England  uses  the  United  States  to  block  the  Holy  Alli- 
ance. 
The  Monroe  Doctrine. 
Read: 

Narrative  and  Critical  History  of  America,  vol. 
VII,  chap.  VII,  vol.  VIII,  chap,  v,  Justin  Winsor. 
Houghton  Mifflin  Co. 

The  Monroe  Doctrine,  an  Obsolete  Shibboleth, 
Hiram  Bingham.  Yale  University  Press. 

The  Pan-American  Union,  John  Barrett.  Munder 
Thomsen  Press. 

The  United  States  as  a  World  Power,  Archibald  C. 
Coolidge.  The  Macmillan  Co. 

A  History  of  the  American  People,  Woodrow  Wil- 
son. Harper  &  Bros. 

James  Monroe,  D.  C.  Oilman,  American  States- 
men Series.  Houghton  Mifflin  Co. 

Diplomacy  of  the  United  States,  Theodore  Lyman. 
Wells  and  Lilly. 

The  Monroe  Doctrine,  George  F.  Tucker.  Rock- 
well and  Churchill. 

Outline  of  the  Revolution  in  South  America,  "by  A 
South  American  *'  (pseudonym).  Eastburn. 

History  of  the  Pacific  Slates  of  North  America,  vols. 
X  and  XI,  Hubert  H.  Bancroft.  A.  L.  Bancroft 
&Co. 


GRADE   VII:   THE   UNITED   STATES    S03 

Story  subjects: 

Metternich,  Alexander  I,  Padre  Hidalgo,  Simon 
Bolivar,  George  Canning,  Lord  Byron.  James 
Monroe  and  John  Quincy  Adams. 

Emphasize  the  heroic  figure  of  Simon  Bolivar,  some- 
times called  the  Washington  of  South  America;  styled 
the  "  Liberator"  for  his  efforts  and  leadership  in  releas- 
ing ^ye  nations  from  the  bonds  of  Spain.  A  great  war- 
rior, although  a  greater  statesman.  Native  of  Venezuela, 
he  became  President  of  Colombia  in  1821.  Entered  into 
treaty  relations  with  Peru  in  1822,  with  Chile  in  1822; 
with  Mexico  in  1823;  with  Central  America  in  1825;  and 
with  the  United  States  in  1824.  He  took  the  advanced 
stand  of  providing  for  arbitration  of  disputes  which 
might  arise  between  the  contracting  parties. 

"While  Bolivar  was  at  work  in  northern  South  Amer- 
ica, the  great  San  Martin,  the  *  Liberator '  of  the  south- 
em  part  of  the  continent,  was  by  his  own  personal 
example  of  heroic  unselfishness  and  devotion  to  the 
cause  of  freedom  preparing  the  way  for  the  peaceful 
development  of  such  progressive  countries  as  Argentine 
and  Chile."  ^ 

On  the  south  wall  of  the  Governing  Board  Room  of 
the  building  of  the  Bureau  of  American  Republics  in 
Washington  is  a  panel  representing  Bolivar  and  his 
army.  It  represents  him  leading  his  dismounted  cavalry 
across  a  mountain  pass.  "The  *  Liberator*  of  South 
America,"  says  John  Barrett,  "won  his  greatest  suc- 
cesses by  his  lightning  dashes  through  almost  impassable 
mountain  fastnesses,  surprising  and  routing  large  forces 
with  but  a  handful  of  men." 

At  the  right  of  this  panel  is  one  representing  the  meet- 

J  John  Barrett,  The  Pan-American  Union. 


304  A   COURSE   IN   CITIZENSHIP 

ing,  at  the  battle  of  Chacabuco  in  1817,  of  San  Martin 
and  Bernardo  O'Higgins.  "  San  Martin," continues  John 
Barrett,  "  one  of  the  truest  patriots  and  one  of  the  ablest 
generals  ever  produced  by  the  three  Americas,  relin- 
quished his  leadership  at  the  very  moment  of  victory  in 
order  that  Bolivar  might  assume  the  hard-won  mantle 
of  authority  and  coalesce  the  warring  factions  that  "dis- 
rupted the  revolutionary  movement  and  threatened 
internal  strife.  San  Martin  deliberately  sacrificed  his 
own  future  for  the  cause  he  loved,  but  left  behind  him  a 
name  untarnished  by  suspicion  of  self-seeking  or  per- 
sonal aggrandisement.'* 

In  the  Foyer  of  the  Hall  of  the  Americas  in  this  same 
building  is  a  remarkably  fine  bust  of  Bolivar  by  Rudolph 
Evans,  and  also  an  equally  fine  one  of  San  Martin  by 
Herbert  Adams- 


JANUARY:    THE    UNITED    STATES 
MELTING-POT  FOR  RACES 

HUMAN  BROTHERHOOD 

JOHN  GREENLEAF  WHITTIER 

O  brother  man,  fold  to  thy  heart  thy  brother! 

Where  pity  dwells,  the  soul  of  good  is  there; 
To  worship  rightly  is  to  love  each  other. 

Each  smile  a  hymn,  each  kindly  deed  a  pray'r. 

Follow  with  rev'rent  steps  the  great  example 
Of  all  whose  holy  work  was  doing  good; 

So  shall  the  wide  earth  seem  a  human  temple, 
Each  loving  life  a  psalm  of  gratitude. 


GRADE   VII:   THE   UNITED   STATES     305 

Then  shall  all  shackles  fall;  the  stormy  clangour 
Of  wild  war-music  o'er  the  earth  shall  cease; 

Love  shall  tread  out  the  baleful  fire  of  anger, 
And  in  its  ashes  plant  the  tree  of  peace. 

Although  the  United  States  had  proclaimed  it  an  un- 
friendly act  for  any  foreign  power  to  acquire  territory 
in  the  New  World,  it  welcomed  to  its  shores  any  person 
who  sought  political  freedom  or  who  desired  to  gain  an 
honest  livelihood.  Between  the  close  of  the  Revolution 
and  1820,  two  hundred  and  fifty  thousand  immigrants 
came  to  this  country,  and  as  far  as  records  can  show, 
they  came  chiefly  from  Great  Britain.  Thus,  at  the 
time  of  the  announcement  of  the  Monroe  Doctrine  we 
find  the  people  of  the  United  States  of  the  same  race  as 
that  of  the  colonial  period.  To  get  a  clear  understand- 
ing, however,  of  the  real  significance  of  the  later  streams 
of  immigration,  one  ought  to  have  exactly  in  mind  the 
composition  of  the  American  race  at  this  time.  We 
must  remember  that  one  of  our  colonies  was  Dutch; 
that  there  had  come  to  New  Hampshire,  Pennsylvania, 
and  South  Carolina  a  large  immigration  of  the  people 
called  Scotch-Irish,  the  Protestant  inhabitants  of  the 
north  of  Ireland;  that  to  the  Middle  States  had  come 
a  large  immigration  of  Germans;  and  through  all  the 
colonies  were  found  the  Huguenot-French,  compara- 
tively few  in  number,  but  strong  in  character  and  influ- 
ence. The  immigration  of  other  nationalities  was  so 
small  as  to  have  no  practical  effect  upon  the  formation 
of  the  race.  This,  then,  was  the  situation  when  the 
United  States  assumed  its  new  role  of  assimilating  the 
great  masses  of  foreign  population. 

We  may  outline  the  streams  of  immigration  as  fol- 
lows:— 


306  A  COURSE   IN   CITIZENSHIP 

1800-35,  English  and  Scotch. 
1835^50,  English  and  Irish. 
1845-48,  Irish  (due  to  famines). 
1845-70,  Germans. 
1865-85,  Scandinavians. 
1885-1913,  ItaHans,  Slavs,  Greeks. 
Point  out  the  chief  causes  of  immigration  in  these 
different  periods. 
Read: 

Emigration  and  Immigration^  Richmond  Smith. 

Charles  Scribner's  Sons. 
Nature  and  Man  in  America,  Nathaniel  S.  Shaler. 

Charles  Scribner's  Sons. 
The   Promised  Land,   Mary   Antin.    Houghton 

Mifflin  Co. 
The  American  Commonwealth,  second  part,  James 

Bryce.  The  Macmillan  Co. 
Albert  Gallatin,  J.  A.  Stevens,  American  States- 
men Series.  Houghton  Mifflin  Co. 
The  Reminiscences  of  Carl  Schurz,  F.  Bancroft  and 
William  A.  Dunning.  McClure  &  Co. 
Story  subjects : 

Alexander  Hamilton,  John  Paul  Jones,  Albert  Galla- 
tin, Louis  Kossuth,  and  Carl  Schurz. 

Tell  how  Carl  Schurz  became  an  American  citizen. 
Tell  of  his  serving  a  sentence  in  a  German  prison  in  his 
youth  on  account  of  his  love  of  liberty,  and  how  he 
came  to  the  United  States  for  political  freedom.  Point 
out  the  chief  events  of  his  career  as  scholar,  journalist, 
soldier,  and  statesman.  Tell  of  his  great  devotion  to 
American  ideals,  his  love  for  mankind,  and  his  often 
expressed  opinion  that  the  cardinal  duty  of  the  United 
States  was  to  take  the  lead  among  the  nations  in  substi- 


GRADE   VII:   THE   UNITED   STATES    307 

tuting  international  justice  and  peace  for  the  old  war 
system. 

Call  attention  to  significant  statistics  like  the  follow- 
ing: In  1900,  of  the  total  white  population  in  the 
United  States,  there  were  twenty  millions  of  English 
blood,  eighteen  millions  of  Grerman  blood,  fourteen  mil- 
lions of  Scotch  and  Irish  blood. 

^  Call  attention  to  the  races  whose  representatives  have 
immigrated  to  the  United  States  during  the  past  decade. 
What  effect  have  they  had  on  our  nation? 

FEBRUARY:  THE  INFLUENCE  OF  THE 
UNITED  STATES  ON  ASIA  AND 
AFRICA 

THE  CABLE  HYMN 

JOHN  GREENLEAF  WHITTIER 

Through  Orient  seas,  o'er  Afric's  plain 

And  Asian  mountains  borne. 
The  vigor  of  the  Northern  brain 

Shall  nerve  the  world  outworn. 

GOOD  WILL  TO  AMERICA^ 

T.  lYENAGA 

In  truth,  all  the  precious  sentiments  the  past  goodness 
of  America  toward  us  has  stored  in  our  memory,  all  the 
good  will  our  pleasant  association  with  you  in  school  and 
in  social  life  has  cultivated,  the  vital  interests  of  our 
commerce,  in  which  America  distinguishes  herself  as  our 
best  customer,  and  the  sound  and  good  common  sense  of 
the  American  people,  which  has  never  failed  to  make 

t  From  the  Proceedings  of  the  Peace  Congress  at  Baltimore,  1911. 


308  A  COURSE  IN  CITIZENSHIP 

them  understand  us  rightly  —  these  form  the  solid 
foundation  for  our  friendship  with  you. 

The  people  of  the  United  States  did  not  isolate  them- 
selves from  the  rest  of  the  world.  In  1850,  seventeen 
millions  of  American  capital  were  invested  in  the 
whaling  industry  in  the  seas  of  Japan  and  China,  and 
thousands  of  our  sailors  manned  the  ships.  We  should 
remember  here,  however,  our  indebtedness  to  Russia 
for  this  remarkable  development  of  American  industry 
in  distant  seas.  Through  her  liberal  policy  toward 
us,  citizens  of  the  United  States  were  guaranteed  free- 
dom on  the  Alaska  coast  under  Russian  protection. 
The  northern  Pacific  was  virtually  an  American  pos- 
session. 

From  time  to  time  American  schooners  were  cast 
away  on  Japan's  shores  and  received  friendly  considera- 
tion; likewise  Japanese  sailors,  driven  out  of  their  route 
by  hurricanes,  were  taken  back  to  Japan  by  American 
vessels.  These  incidents  developed  an  interest  in  the 
hermit  nation,  and  finally  induced  our  Government  to 
attempt  the  opening  of  Japan.  All  attempts  failed  until 
Commodore  Perry,  in  1854,  convinced  the  Japanese 
that  the  appliances  of  their  old  civilization  were  power- 
less to  resist  those  of  the  new,  and  that  her  isolation  shut 
her  off  from  all  the  wonders  of  Western  progress.  This 
was  the  beginning  of  Japan's  wonderful  career,  although 
her  doors  still  remained  closed  to  foreign  commerce.  It 
was  reserved  for  another  citizen  of  our  country  to  open 
them.  Through  the  efforts  of  Townsend  Harris,  the  first 
United  States  Consul-General  in  Japan,  the  Japanese 
became  possessed  with  the  conviction  that  the  world 
c»uld  no  longer  be  kept  at  arm's  length,  and  in  1859 


GRADE  VII:  THE  UNITED  STATES    309 

signed  a  treaty  with  the  United  States  declaring  that 
commerce  between  these  two  countries  should  there- 
after be  freely  carried  on.  Thus  finally  terminated 
Japan's  traditional  isolation. 

The  United  States  has  always  maintained  the  attitude 
of  an  older  brother  toward  China,  and  on  several  im- 
portant occasions  has  rendered  her  valuable  protection 
against  European  aggrandizement.  Our  action  in  1900, 
at  the  time  of  the  Boxer  uprising,  in  preserving  the 
integrity  of  China,  in  1908  in  remitting  a  part  of  the 
Boxer  indemnity,  and  in  1904  in  exerting  an  influence 
among  the  nations  to  allow  China  to  remain  neutral  in 
the  Russo-Japanese  War  are  in  line  with  our  historical 
attitude  toward  this  great  Eastern  nation. 

We  have  played  a  different  role  in  the  case  of  the 
Philippine  Islands.  One  of  the  results  of  the  war  with 
Spain  in  1898-99  was  to  change  the  policy  of  the  United 
States  from  an  isolated  nation  of  the  New  World,  acting 
according  to  the  principles  enunciated  in  the  Monroe 
Doctrine,  to  a  sovereign  power  in  the  Orient.  What  the 
permanent  influence  of  the  United  States  on  Asia 
and  Africa  is  to  be  will  depend  on  the  settlement  of 
the  World  War.  It  is  to  be  hoped  that  the  result  of  this 
will  be  to  make  all  nations  partners  in  the  interest  of 
world-wide  justice;  that  every  peace-loving  nation 
may  be  allowed  to  determine  its  own  life  and  its  own 
institutions. 

Topics  for  discussion 

1.  Influence  of  the  United  States  upon  Asia. 

Commodore  Perry  opens  a  new  chapter  in  history 
for  Japan  at  Nagasaki,  1854. 

The  United  States  the  constant  friend  of  China. 


310  A   COURSE   IN   CITIZENSHIP 

The  United  States  becomes  an  Asiatic  power  by 
taking  the  Philippine  Islands. 
Read: 

Life    of   Anson    Buflingame,    F.    W.    Williams. 

Charles  Scribner's  Sons. 
Matthew    Calbraith    Perry,    William    E.    Griffis. 

Houghton  Mifflin  Co. 
The  China  Year  Book,  published  by  Routledge. 

Two  issues:  1912,  1913. 
The  United  States  as  a  World  Power,  chaps,  vi-ix, 
xvii-xix,  Archibald  C.  Coolidge.  The  Macmil- 
^  Ian  Co. 
Story  subjects : 

Commodore  Perry  at  Nagasaki,  1854.    Anson  Bur- 

lingame,  Yung  Wing,  John  Hay,  Wu  Ting  Fang, 

Sun  Yat  Sen.  The  Republic  of  China. 

How  did  Commodore  Perry,  when  he  obtained 

"specimens  of  every  sort  of  mechanical  products, 

arms    and    machinery,    with    statistical    and    other 

volumes  illustrating  the  advance  of  the  useful  arts  " 

for  his  expedition  to  Japan,  teach  us  the  lesson  of 

accuracy  and  thoroughness? 

Point  out  the  significance  of  Perry's  instructions 
from  our  Government  to  confine  himself  to  peaceful 
measures. 

Emphasize  that  only  through  patience,  persistence, 
and  resolve  to  act  according  to  the  finer  feelings  of 
courtesy,  was  Perry  able  to  accomplish  his  mission  in 
Japan  and  to  gain  the  respect  of  this  awakening 
country. 

Read  about  China's  plan  to  use  the  Boxer  in- 
demnity money  for  training  her  young  men  in  the 
universities  of  the  United  States. 


GRADE   VII:   THE   UNITED  STATES    311 

Show  how  American  education  influenced  China  to 
become  a  republic  modeled  after  our  own. 

According  to  what  principle  is  the  United  States 
acting  in  forbidding  exploitation  of  the  PhiKppine 
Islands? 

Read  about  the  two  points  of  view  with  regard  to 
the  disp>osition  of  the  Philippines,  usually  designated 
as  the  Imperialist  and  Anti-imperialist. 
2.  Influence  of  the  United  States  in  Asia  and  Africa 
through  missionaries. 

Missionaries  spread  democratic  ideas  through 
education. 

The  influence  of  Robert  College  and  the  American 
College  for  Girls  at  Constantinople  on  the  progress  of 
the  Balkan  States. 
Read: 

The  Land  and  the  Booh,  William  McClure  Thom- 
son. Harper  &  Bros. 
My  Life  and  Times,  Cyrus  Hamlin.  Congregational 
Publishing  Society. 
Story  subjects : 

Adoniram  Judson.  Jessup.  Bliss  and  Thomson  in  Syria. 
Bingham  in  Hawaii.  Robert  College  in  Bulgaria. 

MARCH:  THE  UNITED   STATES  AND 
THE  AMERICAN  CONTINENT 

ADDRESS  1 

WOODROW  WILSON 

I  want  to  take  this  occasion  to  say  that  the  United 
States  will  never  again  seek  one  additional  foot  of  ter- 

*  From  an  address  given  before  the  Southern  Commercial  Congress  in  Mobile^  > 
Alabama,  October  28,  19i& 


Sn  A  COURSE  IN  CITIZENSHIP 

ritory  by  conquest.  She  will  devote  herself  to  showing 
that  she  knows  how  to  make  honorable  and  fruitful  use 
of  the  territory  she  has.  And  she  must  regard  it  as  one 
of  the  duties  of  friendship  to  see  that  from  no  quarter 
are  material  interests  made  superior  to  human  liberty 
and  national  opportunity.  I  say  this,  not  with  a  single 
thought  that  any  one  will  gainsay  it,  but  merely  to  jfix  in 
our  consciousness  what  our  real  relationship  with  the 
rest  of  America  is.  It  is  the  relationship  of  a  family  of 
mankind  devoted  to  the  development  of  true  constitu- 
tional liberty.  We  know  that  that  is  the  soil  out  of 
which  the  best  enterprise  springs.  We  know  that  this  is 
a  cause  which  we  are  making  in  common  with  them 
because  we  have  had  to  make  it  for  ourselves.  ...  So  in 
emphasizing  the  points  which  must  unite  us  in  sympathy 
and  in  spiritual  interest  with  the  Latin- American  people, 
we  are  only  emphasizing  the  points  of  our  own  life,  and 
we  should  prove  ourselves  untrue  to  our  own  traditions 
if  we  proved  ourselves  untrue  friends  to-day.  Do  not 
think,  therefore,  gentlemen,  that  questions  of  the  day 
are  mere  questions  of  policy  and  diplomacy.  They  are 
shot  through  with  the  principles  of  life.  We  dare  not  turn 
from  the  principle  that  morality  and  not  expediency  is 
the  thing  that  must  guide  us  and  that  we  will  never 
condone  iniquity  because  it  is  most  convenient  to  do  so. 

The  preceding  survey  of  our  connections  with  the  out- 
side world  and  our  composite  make-up  in  population 
show  how  intricate  is  the  problem  of  citizenship;  and  if 
we  should  add  to  this  a  parallel  study  of  our  domestic 
affairs,  we  should  be  still  more  convinced  of  the  difficul- 
ties which  face  the  citizen  in  assuming  his  duties  and 
obligations.  By  one  fact  we  cannot  fail  to  be  impressed, 
and  that  is  the  importance  of  giving  to  the  young  citi- 
zen a  clear  conception  of  the  great  landmarks  which 


GRADE  VII:   THE   UNITED   STATES     313 

have  shaped  our  national  policy.  It  is  only  through  such 
knowledge  that  we  are  able  to  exercise  an  intelligent 
patriotism. 

In  no  one  of  our  relations  is  intelligence  more  needed 
than  in  conducting  our  affairs  justly  and  peacefully  with 
our  neighbors  on  the  western  hemisphere.  Across  our 
northern  boundary,  we  find  ourselves  in  close  relation- 
ship with  the  great  Canadian  Dominion.  Along  the  four 
thousand-odd  miles  of  frontier,  the  population  north  and 
south  is  largely  the  same,  sp>eaking  the  same  language, 
having  the  same  laws,  ideas,  and  general  characteristics. 
In  1900,  there  were  twelve  hundred  thousand  people  of 
Canadian  birth  in  the  United  States,  while  in  1906, 
sixty-four  thousand  Americans  were  living  in  Canada. 
With  our  neighbor  to  the  north  of  us,  then,  we  are  bound 
by  ties  which  make  us  one  in  sentiment,  tending  to  a 
common  goal,  although  we  are  living  under  different 
forms  of  government.  The  plan  for  making  the  cente- 
nary of  peace  between  the  United  States  and  Great 
Britain  the  basis  of  a  general  peace  celebration  through- 
out the  world,  was  a  most  worthy  project,  for  a  period 
of  one  hundred  years  of  peace  between  two  great  nations 
—  a  period  in  which  great  problems  have  been  met  and 
solved  —  marks  an  era  of  the  world. 

Our  relations  with  the  twenty  republics  to  the  south  of 
us  are  far  different  to-day  from  what  they  were  in  the 
first  quarter  of  the  nineteenth  century,  when,  to  protect 
the  struggling  colonies  from  the  yoke  of  Spain,  the 
Monroe  Doctrine  was  put  forward  as  the  foreign  policy 
of  the  United  States.  To-day  we  witness  in  Latin 
America  (an  immense  area  of  immeasurable  resources), 
sister  republics  of  extraordinary  economic  and  political 
progress  and  of  social  and  educational  development.  We 


314  A   COURSE   IN  CITIZENSHIP 

witness  the  Pan-American  Union,  whose  object  is  to 
promote  peace,  friendship,  and  commerce  among  the 
American  repubhcs,  and  whose  administration  is  deter- 
mined by  the  Pan-American  Conferences  attended  by- 
delegates  of  all  the  governments.  At  the  Second  Peace 
Conference  at  The  Hague  in  1907,  the  Latin-American 
countries  established  their  equality  among  the  nations 
of  the  world  and  secured  a  recognized  status  in  world- 
politics.  All  this  gives  us  a  new  conception  of  the 
Monroe  Doctrine,  the  proper  adjustment  of  which  is  one 
of  the  great  problems  of  our  own  Republic. 
Read: 

The  Panama  Canal,  Joseph  B.  Bishop.    Charles 

Scribner's  Sons. 
The  Monroe  Doctrine,  an  Obsolete  Shibbolethy  Hiram 

Bingham.  Yale  University  Press. 
California,   Josiah   Royce,   American   Common- 
wealths Series.  Houghton  Mijfflin  Co. 
Texas,  George  P.  Garrison,  American  Common- 
wealths Series.  Houghton  Mifflin  Co. 
History  of  the  Pacific  States  of  North  America^ 

H.  H.  Bancroft.  A.  L.  Bancroft  &  Co. 
Sam  Houston  and  the  War  of  Independence  in  Texas, 

Alfred  M.  Williams.  Houghton  Mifflin  Co. 
Monthly  Bulletins  of  the  Pan-American  Union, 

Washington,  D.C. 
The  United  States  as  a  World  Power,  chaps,  xiv, 
XV,  XVI,  Archibald  C.  Coolidge.  The  Macmillan 
,  Co. 
Story  subjects: 
'  Stephen  Austin,  Samuel  Houston,  and  David  Crock- 
ett. Discovery  of  gold.  Louis  Napoleon  III,  Maxi- 
milian, W.  H.  Seward,  Alexander  II. 


GRADE   VH:   THE   UNITED   STATES    315 

Compare  the  natural  resources  of  the  United  States 
with  those  of  Canada. 

Show  how  great  the  possibiKties  are  for  development 
under  the  Federal  Union. 

Compare  the  size  of  Argentine,  Brazil,  and  Chile  with 
that  of  the  United  States. 

Show  how  the  Panama  Canal  may  mean  the  possible 
revolutionizing  of  world  commerce. 

What  principles  should  guide  our  big  and  powerful 
nation  in  deaHng  with  our  neighbors  on  the  American 
continent? 


APRIL:    THE    UNITED    STATES    AND 
THE  WORLD'S  CULTURE 

OUR  COUNTRY 

JOHN  GREENLEAF  WHITTIER 

Thy  great  world-lesson  all  shall  learn. 
The  nations  in  thy  school  shall  sit, 

Earth's  farthest  mountain-tops  shall  burn 
With  watch-fires  from  thy  own  uplit.- 

In  the  realm  of  culture,  the  United  States  is  as  much 
interwoven  with  the  rest  of  the  world  as  in  political 
relationships.  Our  people  are  keenly  appreciative  of  the 
best  thought  and  work  of  the  world;  we  are  highly 
desirous  of  being  surrounded  by  the  best  literature  and 
art  that  can  be  produced.  In  this  field,  we  are  greatly 
indebted  to  Europe.  Many  American  artists  study  in 
Paris,  Rome,  and  Florence.  French  pictures  are  in  great 
demand,  and  house  decoration  is  much  affected  by 


S16  A  COURSE  IN   CITIZENSHIP 

French  designs  and  methods  as  well  as  by  John  Ruskin's 
books  which  are  very  widely  read  in  our  country. 

On  our  literature,  the  influence  of  England  is  more 
potent  than  that  of  any  other  European  country.  Dur- 
ing the  Colonial  period  and  well  on  through  the  first  years 
of  the  American  RepubKc,  fully  three-fourths  of  every 
library  were  volumes  written  by  English  men  of  letters, 
and  published  by  English  printers.  From  that  time  on, 
English  books,  being  in  the  same  language,  have  been 
read  by  all  classes  of  our  people,  who  in  habits  and  ideas 
are  fundamentally  English. 

On  the  other  hand,  we  have  contributed  something  to 
the  culture  of  the  race,  although  the  largest  part  of  our 
nation's  force  has  been  devoted  to  the  practical  needs  of 
material  development.  During  its  existence,  the  United 
States  has  been  active  in  reclaiming  the  great  waste 
lands,  in  shaping  the  living  conditions  for  the  instream- 
ing  millions  of  strangers,  in  providing  a  universal  pub- 
lic system  of  education,  and  in  developing  an  orderly 
system  of  popular  government.  The  abundant  and  ex- 
cellent work  done  in  fiction,  however,  is  appreciated  by 
European  readers.  High  authorities  beyond  our  borders 
recognize  the  great  advances  made  in  classical  studies 
and  in  the  natural  sciences.  European  opinion  ranks 
Dr.  Asa  Gray  among  the  greatest  botanists  of  his  age. 
Our  astronomers  stand  in  the  front  rank;  and  in  physics, 
chemistry,  biology,  medicine,  economics,  and  law,  Amer- 
ican investigators  and  students  have  merited  a  like 
fame.  Mr.  Justice  Story  ranks  among  the  first  of  all  the 
writers  and  practitioners  in  jurisprudence  and  law. 

The  world,  then,  has  received  some  of  its  culture  from 
the  brain  and  genius  of  America.  But  we  have  evolved 
nothing  absolutely  new,  nothing  entirely  different  from 


GRADE   VII:   THE   UNITED   STATES     317 

tlie  Old  World.  As  James  Bryce  says,  in  speaking  of  the 
people  of  the  United  States,  "  their  institutions  are  old, 
though  many  have  been  remodeled  or  new  faced;  their 
religion  is  old;  their  views  of  morality  and  conduct  are 
old;  their  sentiments  in  matters  of  art  and  taste  have 
not  greatly  diverged  from  those  of  the  parent  stock." 
Culture  knows  no  nationality;  it  influences  men's  minds 
contemporaneously  over  the  whole  civilized  world.  In 
thought  and  culture  the  world  is  continually  drawing 
closer  together. 
Read: 

The  American  Commonwealth^  James  Bryce.  The 

Macmillan  Co. 
Americans  Conquest  of  Europe,  David  Starr  Jordan. 

American  Unitarian  Association. 
The  Friendship  of  Nations,  chap,  v,  Lucile  Gulli- 
ver.  Ginn  &  Co. 
Mere  Literature,   Woodrow   Wilson.    Houghton 
Mifflin  Co. 
Point  out  the  advantages  of  an  international  exchange 
of  university  professors,  of  public  school  teachers,  and  of 
students.    (United  States  Bureau  of  Education,  Report 
of  the  Commissioner  of  Education,  1912,  vol.  i,  pp.  43-48. 
The  International  Polity  Bulletin,  407  West  117th  St., 
New  York.) 

Show  how  our  public  school  system  reflects  European 
methods.  (The  kindergarten,  sloyd  and  manual  train- 
ing, physical  culture,  industrial  education,  etc.) 

Show  how  Cecil  Rhodes  has  helped  to  break  down 
national  boundaries  in  education.  (Cecil  Rhodes  and  his 
Scholars  as  Factors  in  International  Conciliation,  by  F.  J. 
Wylie;  published  by  American  Association  for  Interna- 
tional Conciliation,  New  York.   Nationalism,  War  and 


318  A  COURSE  IN  CITIZENSHIP 

bocietyy  Edward  Krehbiel.  New  York.  The  Macmillan 
Company.) 

How  does  the  Cosmopolitan  Club  in  the  universities 
of  the  world  contribute  toward  a  world  culture .^^  {Uni- 
versity Teachers*  Conference  on  International  Relations, 
John  Mez.  International  Polity  Bulletin,  No.  8,  407 
West  117th  St.,  New  York.  Report  of  the  Conference 
on  International  Relations:  Cornell  University,  1915; 
Western  Reserve  University,  1916.  Under  the  Auspices 
of  the  Federation  of  International  Polity  Clubs,  407 
West  117th  St.,  New  York.) 

Explain  the  purposes  of  the  International  Congress 
on  Education,  Oakland,  California,  1915.  (Addresses 
and  Proceedings,  National  Education  Association,  Oak- 
land, California,  1915.) 

Why  would  similar  International  Congresses  bring 
the  world  nearer  together  .f* 


MAY:  THE  UNITED  STATES  AND 
WORLD  BROTHERHOOD 

PEACE  AND  PROGRESS! 

RICHARD   WATSON  GILDER 

Dear  country  mine !  far  in  that  viewless  west. 
And  ocean-warded,  strife  thou  too  hast  known; 
But  may  thy  sun  hereafter  bloodless  shine. 
And  may  thy  way  be  onward  without  wrath. 
And  upward  on  no  carcass  of  the  slain; 
And  if  thou  smitest  let  it  be  for  peace 
And  justice  —  not  in  hate,  or  pride,  or  lust 

»  From  A  Winter  Twilight  in  Provence.  Houghton  Miffin  Company. 


GRADE   VII:   THE   UNITED   STATES     319 

Of  Empire.  Mayst  thou  ever  be,  O  land, 
Noble  and  pure  as  thou  art  free  and  strong; 
So  shalt  thou  Hft  a  light  for  all  the  world 
And  for  all  time,  and  bring  the  Age  of  Peace. 

The  American  tradition  points  towards  international- 
ism. Our  early  settlers,  as  also  many  of  our  later  im- 
migrants, came  to  these  shores  to  escape  political  and 
religious  warfare,  and  brought  with  them  a  broad  hu- 
manitarian ideal,  an  ideal  of  peace,  internationalism, 
freedom  and  equahty.  They  also  brought  an  antipathy 
towards  those  monarchical  and  aristocratic  institutions, 
with  which  in  America  we  still  associate  conceptions  of 
imperialism  and  war.  The  simplicity  and  inherent  equal- 
ity of  our  frontier  life,  its  seK-government  and  its  local 
independence,  tended  to  reinforce  our  leaning  towards 
a  peaceful  internationalism.  Our  large  spaces,  our  ease 
of  movement,  our  freedom  from  the  militaristic  and 
excessively  nationalistic  traditions  of  the  European 
Continent  influenced  us  in  a  like  direction,  as  did  also 
the  merging  of  many  peoples  into  one  nation.  —  From 
American  World  Policies,  by  Walter  E.  Weyl. 

The  one  principle  underlying  our  homogeneous  citi- 
zenship, composed  of  so  many  heterogeneous  elements, 
is  adherence  to  laws  which  recognize  the  brotherhood  of 
humanity.  No  citizen  who  has  the  welfare  of  his  country 
at  heart  can  fail  to  resp)ect  the  welfare  of  his  fellows. 
Founded  on  the  idea  of  democracy,  which  makes  every 
person  responsible  for  the  common  good,  the  United 
States  is  distinctly  the  nation  which  can  extend  the  idea 
of  human  brotherhood  throughout  the  world.  The  union 
of  our  forty-eight  States,  working  together  and  abiding 
by  the  laws  of  the  Central  Government,  illustrates  one 
of  the  most  important  conditions  in  the  general  work  of 


820  A   COURSE   IN   CITIZENSHIP 

civilization.  The  principle  of  federalism  implies  a  desire 
to  live  together  peacefully;  in  it  we  see  the  seeds  of  per- 
manent peace  between  nations. 

The  prominent  part  which  the  United  States  took  in 
the  First  and  Second  Peace  Conferences  at  The  Hague  in 
1899  and  1907  was  in  keeping  with  the  American  spirit 
of  human  brotherhood.  America  had  the  honor  of 
opening  the  Hague  Court  in  1902,  since  which  time  this 
international  institution  has  shown  on  fifteen  different 
occasions  its  efficacy  in  settling  disputes  between  na- 
tions. In  the  past,  our  country  has  taken  the  lead  among 
the  nations  in  signing  treaties  of  arbitration,  and  it  fell 
to  one  of  our  Presidents  to  proclaim  the  principle  of 
unlimited  arbitration  treaties.  President  Taft  said: 
"I  do  not  see  why  even  questions  of  honor  may  not  be 
submitted  to  a  tribunal  supposed  to  be  composed  of  men 
of  honor,  who  understand  questions  of  honor,  and  why 
the  nations  should  not  then  abide  by  the  decision, 
as  well  as  by  the  decision  regarding  any  other  question 
of  difference  between  them." 

The  modern  peace  movement  began  in  the  United 
States  in  1815,  and  since  that  time  our  country  has 
taken  the  leading  part  in  all  the  efforts  for  promoting 
the  spirit  of  justice  and  human  brotherhood.  To-day, 
as  we  throw  our  forces  into  the  struggle  against  aggres- 
sion, we  are  still  working  for  justice  and  human  brother- 
hood. As  President  Wilson  says:  "We  entered  this  war 
because  violations  of  right  had  occurred  which  touched 
us  to  the  quick  and  made  the  life  of  our  own  people 
impossible  unless  they  were  corrected  and  the  world 
secured  once  for  all  against  their  recurrence.  What  we 
demand  in  this  war,  therefore,  is  nothing  pecuUar  to 
ourselves.  It  is  that  the  world  be  made  fit  and  safe  to 


GRADE  VII:  THE  UNITED  STATES    321 

Kve  in;  and  particularly  that  it  be  made  safe  for  every 
peace-loving  nation  which,  like  our  own,  wishes  to  live 
its  own  life,  determine  its  own  institutions,  be  assured 
of  justice  and  fair  deaKng  by  the  other  peoples  of  the 
world  as  against  force  and  selfish  aggression." 
E«ad: 

The  Friendship  of  Nations,  Lucile  Gulliver.  Ginn 

&Co. 
The  First  Hague  Conferencey  Andrew  D.  White. 

World  Peace  Foundation,  Boston. 
American  Political  Ideas,  John  Fiske.   Houghton 

Mifflin  Co. 
The  Significance  of  the  Eighteenth  of  May,  Fannie 
Fern  Andrews.  In  Bulletin,  1912,  No.  8,  United 
States  Bureau  of  Education. 
Texts  of  the  Peace  Conferences  at  The  Hague,  1899 

and  1907,  James  Brown  Scott.  Ginn  &  Co. 
The  New  Peace  Movement,  William  I.  Hull.  World 
Peace  Foundation,  Boston. 
Show  how  the  Hague  Court  of  Arbitration,  open  to 
the  forty-eight  nations  of  the  world,  approximately 
parallels  the  Supreme  Court  of  the  United  States  which 
has   jurisdiction   over  the  forty-eight   States   of   the 
Union.   (Yearbooks  of  the  American  School  Peace  League, 
Fannie  Fern  Andrews.) 

Show  how  the  Interparliamentary  Union  might 
develop  into  a  world  legislature.  (The  Interparlia- 
mentary Union,  by  Christian  L.  Lange;  published  by 
the  American  Association  for  International  Concili- 
ation, New  York.) 

What  is  the  business  which  might  come  before  this 
legislature?  (International  Government,  by  L.  S.  Woolf 
and  The  Fabiau  Society.  Brentano's.) 


322  A  COURSE   IN   CITIZENSHIP 

Why  would  a  world  court  and  a  world  legislature  pro- 
mote world  brotherhood? 


JUNE:    AMERICAN    IDEALS    YET    TO 
BE  ACHIEVED 

THE  BUILDING  OF  THE  SHIP 

HENRY   W.    LONGFELLOW 

Thou,  too,  sail  on,  O  Ship  of  State ! 

Sail  on,  O  Union,  strong  and  great ! 

Humanity  with  all  its  fears. 

With  all  the  hopes  of  future  years. 

Is  hanging  breathless  on  thy  fate ! 

We  know  what  Master  laid  thy  keel. 

What  Workmen  wrought  thy  ribs  of  steel. 

Who  made  each  mast,  and  sail,  and  rope. 

What  anvils  rang,  what  hammers  beat. 

In  what  a  forge  and  what  a  heat 

Were  shaped  the  anchors  of  thy  hope ! 

Fear  not  each  sudden  sound  and  shock, 

'T  is  of  the  wave  and  not  the  rock; 

'T  is  but  the  flapping  of  the  sail. 

And  not  a  rent  made  by  the  gale ! 

In  spite  of  rock  and  tempest's  roar. 

In  spite  of  false  lights  on  the  shore. 

Sail  on,  nor  fear  to  breast  the  sea ! 

Our  hearts,  our  hopes,  are  all  with  thee. 

Our  hearts,  our  hopes,  our  prayers,  our  tears. 

Our  faith  triumphant  o'er  our  fears. 

Are  all  with  thee,  —  are  all  with  thee! 


GRADE   VII:   THE   UNITED   STATES     323 
PANAMA  CANAL  TOLLS  ^ 

ELIHU  ROOT 

It  is  worth  while  to  be  a  citizen  of  a  great  country,  but 
size  alone  is  not  enough  to  make  a  country  great.  A 
country  must  be  great  in  its  ideals;  it  must  be  great- 
hearted; it  must  be  noble;  it  must  despise  and  reject  all 
smallness  and  meanness;  it  must  be  faithful  to  its  word; 
it  must  keep  the  faith  of  treaties;  it  must  be  faithful  to 
its  mission  of  civilization  in  order  that  it  shall  be  truly 
great.  It  is  because  we  believe  that  of  our  country  that 
we  are  proud,  aye,  that  the  alien  with  the  first  step  of 
his  foot  upon  our  soil  is  proud  to  be  a  part  of  this  great 
democracy. 

To  select  ideals  which  are  distinctly  American  in- 
volves a  careful  definition  of  Americanism,  which,  as  our 
previous  discussions  show,  is  something  tangible  and 
capable  of  interpretation.  The  American  spirit,  as  we 
have  seen,  has  been  bred  by  the  conditions  involved  in 
subduing  a  wilderness  and  marshaling  a  nation  on  a  vast 
continent.  Rooted  in  Old- World  ideas  freed  by  the 
practical  exigencies  of  life,  firm  in  the  expression  of  a 
strong  national  purpyose  and  in  the  construction  of  law 
for  its  fulfillment,  the  American  spirit  looms  opti- 
mistic, craves  progress,  seeks  tolerance  and  demands 
justice.  This  is  the  spirit  which  reacts  on  our  domestic 
institutions  and  our  relations  with  other  countries; 
this  is  the  spirit  which  dominates  us  in  this  war  for 
democracy. 

"America  means  opportunity."  This  idea  is  wrought 

»  "The  Obligations  of  the  United  State?  as  to  Panama  Canal  Tolls,"  a  speech  in 
the  United  States  Senate,  January  21,  1913. 


324  A   COURSE   IN   CITIZENSHIP 

into  the  fabric  of  our  society.  Every  person  bom  into 
the  citizenship  of  this  nation  has  an  opportunity  to  do 
the  work  for  which  he  is  best  fitted.  It  is  for  each  p>erson 
to  plan  his  own  career,  to  estabHsh  his  position  as  a 
guardian  of  our  national  principles. 

Universal  education  is  one  of  our  cherished  ideals;  a 
country  governed  by  the  masses  of  the  people  has  the 
added  responsibility  of  creating  an  intelligent  populace, 
a  responsibility  which  grows  keener  and  keener  as  we 
receive  the  great  influxes  from  countries  where  educa- 
tion is  a  luxury  for  the  few,  and  as  we  experience  the 
economic  changes  of  a  great  and  growing  country. 

Our  purpose,  then,  is  to  build  up  a  society  whose 
government  stands  for  justice  and  whose  populace  is 
the  intelligent  administrator  of  justice.  With  this  ideal 
embedded  in  the  hearts  of  the  people,  the  struggle 
between  labor  and  capital  and  all  other  measures  of 
internal  reform  will  eventually  be  adjusted. 

The  United  States  is  the  cosmopolitan  nation  of  the 
world.  Internationalism  is  her  heritage,  and  with  her 
complex  population,  she  has  perforce  grown  up  with  this 
ideal.  In  this  melting-pot  of  America  all  the  old  racial 
and  hereditary  hatreds  disappear;  here  there  is  no  dis- 
tinction of  common  or  noble,  of  high  or  low. 

This  cosmopolitan  people  see  very  clearly  that  their 
highest  ideal  cannot  be  reached  so  long  as  justice  is 
denied  to  other  peoples,  for  this  war  has  proved  that 
unless  justice  be  done  to  others,  it  will  not  be  done  to  us. 
President  Wilson  has  frankly  stated  that  American 
principles  and  American  policies  are  those  of  "forward- 
looking  men  and  women  everywhere  of  every  modern 
nation,  of  every  enlightened  community.  They  are  the 
principles  of  mankind  and  must  prevail." 


GRADE   VII:   THE   UNITED   STATES     325 

The  program  of  civilization,  then,  is  our  program,  and 
it  behooves  each  and  every  citizen  to  throw  his  energy 
into  the  world  struggle  against  aggression  and  injustice. 

In  this  hour  of  test,  we  should  maintain  the  American 
ideal  of  democracy,  so  that  on  the  pages  of  the  world's 
history,  the  United  States  will  stand  out  as  a  nation 
which  remained  true  to  its  purpose  in  the  service  of 
humanity. 

How  would  American  ideals  benefit  the  world? 

Why  is  the  effort  to  break  down  militarism  consistent 
with  American  ideals? 

How  would  universal  education  benefit  the  struggle 
for  world  democracy? 


GRADE  VIII 

THE  WORLD  FAMILY 

BY  FANNIE  FERN  ANDREWS 

INTRODUCTION 

THE  FATHERLAND 

JAMES  RUSSELL  LOWELL 

Where  is  the  true  man's  fatherland? 

Is  it  where  he  by  chance  is  born? 

Doth  not  the  yearning  spirit  scorn 
In  such  scant  borders  to  be  spanned? 
Oh  yes!  his  fatherland  must  be 
As  the  blue  heaven  wide  and  free! 

Where'er  a  human  heart  doth  wear 
Joy's  myrtle-wreath  or  sorrow's  gyves. 
Where'er  a  human  spirit  strives 

After  a  life  more  true  and  fair. 

There  is  the  true  man's  birthplace  grand. 

His  is  a  world-wide  fatherland! 

Where'er  a  single  slave  doth  pine, 
Where'er  one  man  may  help  another, — 
Thank  God  for  such  a  birthright,  brother,  — 

That  spot  of  earth  is  thine  and  mine! 

There  is  the  true  man's  birthplace  grand. 

His  is  a  world-wide  fatherland! 

The  central  aim  of  the  first  six  grades  has  been  to 
kindle  in  the  child  an  appreciation  of  his  duties  and 


GRADE   VIII:   WORLD   FAMILY        327 

obligations  in  his  gradually  widening  life  experiences,  so 
that  he  may  be  fired  with  noble  citizenship.  The  fifth 
and  sixth  grades  stimulate  love  of  country  by  teaching 
its  heroic  beginnings,  its  composite  structure,  and  the 
great  principles  on  which  it  is  founded.  The  seventh 
grade  emphasizes  the  relations  of  the  United  States  with 
the  rest  of  the  world  and  shows  that  these  relations  are 
closely  connected  with  the  development  of  the  American 
ideal. 

The  eighth  grade  introduces  a  somewhat  new  concep- 
tion of  citizenship,  and  deals  with  the  larger  social 
group,  the  world.  Here,  the  purpose  is  to  show  that 
civilization  progresses  by  the  mutual  assistance  of  all 
nations,  each  making  its  peculiar  contribution.  The 
course  leads  to  an  appreciation  of  all  these  efforts,  ex- 
plains the  various  agencies  which  have  helped  to  make 
the  world  a  family  of  nations,  and  develops  the  thought 
that  justice  and  fair  play  must  exist  in  any  final  condi- 
tion of  international  harmony;  that  the  world  should 
strive  toward  this  goal. 

The  subject  for  the  year  is  treated  under  ten  headings, 
and  the  aim  has  been  to  show  to  the  teacher,  by  very 
brief  statements,  the  ideas  to  be  developed.  All  this 
should  be  taken  merely  as  suggestion,  however,  for  the 
field  is  rich  in  illustration  of  the  forces  making  for  the 
federation  of  the  world  into  one  great  political  family. 

THE  BALLAD  OF  EAST  AND  WEST^ 

RUDYARD   KIPLING 

Oh,  East  is  East,  and  West  is  West,  and  never  the  twain 
shall  meet. 

Till  Earth  and  Sky  stand  presently  at  God's  great  Judg- 
ment Seat; 

»  Irom  The  Seven  Seas.  D.  Appleton  &  G). 


328  A  COURSE  IN  CITIZENSHIP 

But  there  is  neither  East  nor  West,  Border,  nor  Breed, 

nor  Birth, 
When  two  strong  men  stand  face  to  face,  tho'  they  come 

from  the  ends  of  the  earth ! 


SEPTEMBER:  NATIONAL 
CHARACTERISTICS 

SONG  OF  PEACE! 

M.   K.    SCHERMERHORN 

Children  of  one  Father 

Are  the  nations  all; 
"Children  mine,  beloved," 

Each  one  doth  He  call; 
Be  ye  not  divided. 

All  one  family; 
One  in  mind  and  spirit 

And  in  charity. 

Wealth  and  pow'r  shall  perish. 

Nations  rise  and  wane; 
Love  of  others  only 

Steadfast  will  remain; 
Hate  and  Greed  can  never 

'Gainst  this  Love  prevail; 
It  shall  stand  triumphant 

When  all  else  shall  fail. 

Practically  all  human  problems  are  the  same  for  all 
the  world.  Though  the  people  of  other  nations  may 
vary  in  the  details  of  their  lives,  just  as  life  in  your 
household  is   different  from   life  in  mine,   they  are 

»  By  permission  of  the  author. 


GRADE  VIII:  WORLD  FAMILY        329 

not  really  much  more  different  than  are  we  of  the  same 
nation. 

The  longing  for  a  home  was  universal  among  the 
peoples  in  all  parts  of  the  world,  and  thus  huts,  tents, 
and  houses  were  used.  The  early  peoples  had  many 
pleasures.  They  sang  and  played  musical  instruments, 
the  flute  and  harp  having  been  used  wherever  man  lived. 
Dancing  was  universal.  Simple  games  or  playthings 
sprang  up  in  response  to  the  universal  desire  for  play.  It 
is  wonderful  to  know  that  these  games  were  the  same 
among  all  the  early  peoples.  "Cat*s-cradle,"  for  exam- 
ple, which  is  now  played  by  the  children  of  the  whole 
world,  has  amused  children  and  grown  folks  as  far  back 
as  history  goes,  and  was  old  when  the  first  records  of  it 
were  made.  We  could  go  on  through  numerous  games 
and  show  that  they  have  been  used  by  the  children  of 
many  lands,  who  invented  them  to  express  their  desires 
for  play  and  without  any  knowledge  of  what  the  others 
were  doing.  There  were  and  are  so  many  nations  and 
tribes  playing  games  like  "London  Bridge  is  Falling 
Down"  that  it  would  take  a  book  to  tell  about  them  all. 
Most  of  these  games  had  their  origin  in  the  manners  and 
customs  and  religious  beliefs  of  peoples,  and  they  have 
continued  to  be  played  by  the  children  of  all  nations, 
because  children,  even  of  different  nationalities,  are  so 
much  alike.  The  story  of  Cinderella  and  her  glass  sUp- 
per  was  first  told  in  Egypt  and  has  delighted  the  children 
of  all  countries  for  thousands  of  years. 

Why,  if  people  are  so  much  ahke,  are  there  races  and 
nationalities.?  Conditions  under  which  people  live  have 
varied  their  habits,  customs,  and  physical  characteris- 
tics. 

In  England,  we  find  a  most  remarkable  illustration  of 


330  A  COURSE  IN   CITIZENSHIP 

the  influence  of  environment.  The  climate  gave  vigor 
to  the  people;  and  the  mixture  of  the  races  that  had  come 
in  earlier  days  made  a  nation  of  men  with  great  mental 
and  physical  power.  The  mineral  wealth  was  sought 
after  by  many  nations  and  did  much  to  make  the  sub- 
sequent development  of  England  possible.  Because  of 
the  insular  condition,  this  store  of  wealth  was  protected 
without  great  difficulty;  and  yet  the  islands  were  easily 
visited  for  purposes  of  friendly  commerce,  and  the  stores 
of  wealth  were  distributed  over  the  world  to  the  profit 
of  the  people  of  the  islands.  A  commerce  was  readily 
developed,  and,  largely  upon  the  basis  of  this,  England 
became  the  great  naval  power  of  the  world,  and  the 
possessor  of  colonies  in  every  part  of  the  earth.  It  never 
can  be  told  how  important  an  event  it  was  in  the  devel- 
opment of  nations,  when,  in  some  prehistoric  time,  the 
sea  first  passed  through  the  English  Channel,  and  sepa- 
rated the  British  Isles  from  the  mainland.  With  land 
connection,  the  history  of  Europe  and  the  world  might 
have  been  quite  different. 

When  we  look  at  the  maps  of  Europe  and  America, 
two  differences  of  a  most  striking  nature  attract  our 
attention:  the  one  is  the  extreme  irregularity  of  the 
European  coast  line;  the  other  the  great  number  of 
nations  in  that  land.  The  latter  fact  dep>ends  upon 
several  causes.  The  very  irregularity  of  the  coast  and 
the  great  diversity  of  the  topography  have  made  pos- 
sible the  development  of  distinct  nations.  As  the  race 
was  progressing,  mountain  barriers,  and  even  rivers, 
served  as  boundary  lines  between  separate  tribes,  and 
some  of  these  are  preserved  to  this  day.  We  find  Switzer- 
land completely  inclosed  between  other  nations,  because 
no  ancient  tribes  could  drive  these  people  from  their 


GRADE   VIII:   WORLD  FAMILY        331 

mountain  fortress.  To  appreciate  the  importance  of 
these  influences,  one  needs  but  examine  a  physical  map 
of  Europe,  and  notice  how  the  mountains  and  the  seas 
almost  universally  serve  as  boimdaries,  and  how  upon 
every  peninsula  there  is  one,  or  more,  independent 
nation. 

This  is  not  so  in  America,  partly  because  the  condi- 
tions are  not  so  diverse,  but  chiefly  because  the  settle- 
ment of  America  was  made  by  races  which  had  already 
developed.  In  America,  the  invigorating  climate,  the 
necessity  of  work,  and  the  great  natural  resources  de- 
veloped a  race  which  has  become  renowned  for  its  vigor 
and  energy. 

It  is  the  difference  of  environment,  then,  that  has 
developed  different  national  characteristics.  And  this 
very  difference,  the  scientists  tell  us,  has  mingled 
different  peoples  into  orife  nation. 

Suggestions  for  stvdy 

For  an  illustration  of  the  diversification  that  took  place 
in  the  work  of  primitive  man,  read  "The  Story  of 
Ung,"  by  Rudyard  Kipling,  in  The  Seven  Seas.  D. 
Appleton  &  Co. 

The  meaning  of  the  American  flag  is  richly  set  forth  by 
William  I.  Hull  in  his  chapter  on  the  "American 
Flag,"  in  The  New  Peace  Movement,  World  Peace 
Foundation,  Boston.  See  also  Encyclopedia  Britan- 
nica — "Flags";  Andrew  Macgeorge,  Flags,  their 
History  and  Uses.  Blackie  &  Son.  Makers  of  the 
Flag,  Franklin  K.  Lane.  The  Battle  Line  of  Democ- 
racy,  published  by  The  Committee  on  PubHc  In- 
formation. 

Let  the  pupils  trace  the  influence  of  environment  on  dif- 


332  A  COURSE  IN  CITIZENSHIP 

ferent  nations,  like  that  given  above  for  England.  Let 
them  show,  for  example,  how  Italy's  isolation  from 
other  countries  has  affected  her  development;  why  the 
shores  of  the  Mediterranean  have  been  the  center  of 
progress  for  the  human  race;  how  the  rocky  coast  of 
Scandinavia  developed  the  roving  Northmen,  etc. 
For  a  poetical  account  of  the  American  character,  see 
Kipling's  "An  American,"  in  The  Seven  Seas,  D. 
Appleton  &  Co. 

Reading  for  the  teacher 

Beyond  War,  Vernon  L.  Kellogg.  Henry  Holt  &  Co. 

The  Journal  of  American  Folk-Lore,  C.  Peabody.  Har- 
vard University. 

Folkways,  W.  G.  Sumner.  Ginn  &  Co. 

The  World's  Peoples,  Augustus  Henry  Keane.  G.  P. 
Putnam's  Sons. 

History  of  Civilization,  chap,  ii,  Buckle.  The  Macmillan 
Co. 

The  Leading  Facts  of  English  History,  chaps,  i  and  ii, 
David  H.  Montgomery.   Ginn  &  Co. 

Consult  standard  physical  geographies, 

OCTOBER:  EACH  NATION'S 
CONTRIBUTION  TO  THE  WORLD 

ODE  SUNG  AT  THE  OPENING  OF  THE 
INTERNATIONAL  EXHIBITION 

ALFRED   TENNYSON 

Harvest-tool  and  husbandry. 
Loom  and  wheel  and  engin'ry. 
Secrets  of  the  sullen  mine. 


^         GRADE  VITT:  WORLD  FAMILY         333 

Steel  and  gold,  and  com  and  wine. 
Fabric  rough,  or  Fairy  fine. 
Sunny  tokens  of  the  Line, 
Polar  marvels,  and  a  feast 
Of  wonder  out  of  West  and  East, 
And  shapes  and  hues  of  Art  divine! 

All  of  beauty,  all  of  use. 

That  one  fair  planet  can  produce, ' 

Brought  from  under  every  star. 
Blown  from  over  every  main. 
And  mixt,  as  life  is  mixt  with  pain. 

The  works  of  peace  with  works  of  war. 

The  world  would  not  be  as  it  is  to-day  if  all  peoples, 
those  who  have  been  and  those  who  are,  had  not  given 
to  it  of  their  own  thou^t,  products,  and  inventions. 
Some  people  speak  of  American  civilization  or  European 
civilization  as  if  they  were  distinct  things,  but  each  has 
borrowed  so  much  from  the  other  and  from  the  Orient 
that  there  is  really  only  one  type.  Our  civilization  prac- 
tically dates  from  the  days  when  Greece  became  a  great 
country  several  centuries  before  Christ.  The  Romans 
learned  what  the  Greeks  knew  and  added  many  impor- 
tant things  that  they  themselves  invented  or  worked  out. 
The  total  of  these  is  what  is  called  Roman  civilization, 
and  Europe  received  that  legacy  of  knowledge  from 
Rome,  adding  to  it  all  the  while.  America  profited  by  all 
that  Eiu*ope  knew  and  has  added  its  share.  In  past  days 
these  increases  of  knowledge  traveled  very  slowly,  but 
that  is  no  longer  true.  A  great  discovery  in  China  will  be 
described  in  the  newspapers  the  morning  after  it  is 
announced  in  Peking,  and  within  a  very  short  time  the 
whole  world  can  make  use  of  it. 


S34  A   COURSE   IN  CITIZENSHIP 

The  various  inventions  which  have  contributed  to  the 
progress  of  the  world  have  been  the  gifts  of  many 
nations.  From  an  Egyptian  came  the  idea  of  the  alpha- 
bet. The  Phoenicians,  who  were  great  travelers,  picked 
up  this  knowledge  from  the  Egyptians  and  carried  it  to 
the  Greeks.  The  Romans  learned  the  alphabet  from  the 
Greeks,  changed  it  somewhat,  used  it  themselves,  and 
passed  it  down  to  us  of  this  day.  It  was  the  Egyptians 
who  first  learned  to  make  paper  from  a  plant  called 
papyrus,  from  which  it  took  its  name.  This  being  very 
expensive,  there  arose  a  demand  in  the  Middle  Ages  for 
cheaper  methods  of  manufacturing  books.  This  demand 
was  met  by  a  kind  of  paper,  which  had  been  known  in 
China  as  early  as  123  b.c.  and  which  was  introduced  into 
Europe  by  the  Arabs  in  712  a.d.  Printing  was  known  to 
the  Chinese  as  early  as  1100  a.d.,  but  was  independently 
invented  in  Europe  about  1450,  which  is  the  date  of  the 
first  book  which  was  printed,  a  copy  of  the  whole  Bible, 
by  John  Gutenberg.  To  Europe  is  given  the  credit  for 
the  important  invention  of  printing  by  the  movable 
types.  In  the  early  part  of  the  nineteenth  century 
printing  was  mostly  done  by  hand,  but  in  1814  the 
London  Times  invented  a  piece  of  machinery  which 
made  it  possible  to  print  one  thousand  papers  an  hour. 
In  1848,  the  Walter  press,  which  printed  from  a  roll  of 
paper  rather  than  single  sheets,  was  set  up  in  the  Times 
office  and  produced  ten  thousand  papers  an  hour. 
Robert  Hoe,  an  American,  improved  this  idea  until  now 
one  hundred  and  fifty  thousand  newspapers  can  be 
printed  in  one  hour.  Preparing  type  for  printing  was 
much  facilitated  by  an  invention  of  a  German- American 
watchmaker,  named  Ottmar  Mergenthaler.  He  came  to 
this  country  and  began  working  on  a  plan  for  a  machine 


GRADE  VIII:  WORLD  FAMILY        S35 

which  would  arrange  type  in  words.  His  machine  is  called 
a  linotype,  because  it  assembles  pieces  of  type  in  a  line 
and  then  casts  a  solid  piece  of  metal  impressed  vdth.  their 
forms.  This  and  other  machines  have  made  possible  the 
vast  amoimt  of  printing  which  is  now  done  and  which 
renders  all  knowledge  available  even  to  the  poorest. 

The  compass,  which  enabled  the  Spanish,  Italians, 
English,  and  Portuguese  to  make  their  discoveries  of 
new  lands,  was  probably  first  used  by  a  Chinese  king 
about  2000  B.C.  and  was  brought  to  the  attention  of 
Europe  by  an  Italian  in  1269  a.d.  The  invention  of 
the  steam  engine  can  be  traced,  first,  to  a  Frenchman, 
then  to  an  Englishman,  and  finally  to  James  Watt,  the 
Scotchman;  while  steam  navigation  owes  its  first  start 
to  the  American,  Robert  Fulton,  although  it  remained 
for  the  Swedish-American,  John  Ericsson,  to  put  into 
use  the  screw  propeller,  making  possible  the  great  liners 
of  to-day  which  contribute  powerfully  to  encourage 
travel  and  thus  to  foster  the  friendship  of  nations.  We 
might  mention  also  the  steam  locomotive,  invented  by 
the  Englishman,  George  Stephenson;  the  cotton-gin, 
invented  by  the  American,  Eli  Whitney;  the  telegraph, 
first  brought  into  use  by  the  American,  Samuel  F.  B. 
Morse;  the  telephone,  first  rudely  constructed  by  a 
German,  but  put  into  practical  use  by  the  American, 
Alexander  Graham  Bell;  and  the  wireless  telegraph,  per- 
fected by  the  yoimg  Italian,  WiUiam  Marconi.  And  if 
we  should  study  the  progress  of  electricity,  we  should 
find  that  its  development  is  due  to  many  nations. 
America,  England,  Germany,  France,  Italy,  Austria, 
and  Russia  have  all  contributed;  in  fact,  all  the  Euro- 
pean nations  have  helped  to  make  electricity  the  servant 
of  man  which  it  is  to-day.  All  this  shows  how  the  world 


336  A  COURSE  IN  CITIZENSHIP 

to-day  is  a  scientific  unit  and  how  the  investigations  of  a 
man  in  one  country  contribute  to  the  good  of  mankind  in 
all  countries. 

Suggestions  for  study 

Read:  Stories  of  Useful  InventionSy  Samuel  E.  Forman 
(Century  Co.).    For  the  story  of  the  invention 
of  paper.  Introduction  to  the  Literature  of  Europe, 
chap.  I,  Henry  Hallam  (Harper  &  Bros.).    For 
printing,  ibid.y  chap,  iii,  sect,  ii;  also  the  forty- 
thousandth-edition  number  of  the  London  Times, 
September  10,  1912,  published  in  book  form  by 
the  Times. 
For  Fulton,  Whitney,  Morse,  and  Edison  see  Four  Amer- 
ican Inventors,  Francis  M.  Perry  (American  Book 
Co.) ;  Makers  of  America,  Fanny  E.  Coe  (American 
Book  Co.);  History  of  England,   vol.   i,   chap,   ii, 
Thomas  Babington  Macaulay.     (Houghton    Mifflin 
Co.). 
For  the  history  of  architecture,  sculpture,  painting,  and 
music   read    The   World^s   Discoverers,   William   H. 
Johnson  (Little,  Brown  &  Co.);  Stories  of  Art  and 
Artists,  Clara  Erskine  Clement  (Houghton  Mifflin 
Co.) ;  Do  the  Arts  Make  for  Peace,  Frank  J.  Mather 
(Publication  of  the  American  Association  for  Inter- 
national Conciliation,  February,  1912). 
Consult  General  History,  Philip  Van  Ness  Myers  (Ginn  & 
Co.),  chap.  II,  Egypt;  chap,  iii,  Chaldea;  chap,  iv, 
Assyria;  chap,  viii,  Persia;  chaps,  xviii-xxi,  Greece; 
chap.  XXXI,  Rome;  chap,  xlvi,  Renaissance;  Conclu- 
sion. 


GRADE  VIII:  WORLD  FAMILY        337 

NOVEMBER:  "ABOVE  ALL  NATIONS 
IS  HUMANITY" 

MEMBERS  ONE  OF  ANOTHER 

SAADI 

When  fortune  brings  distress  upon  one  member. 
The  peace  of  all  the  others  is  destroyed. 
O  thou,  who  art  careless  of  thy  fellow's  grief. 
It  fits  not  thou  should'st  bear  the  name  of  man. 

THE  WHITE  MAN'S  BURDEN^ 

RUDYARD   KIPLING 

Take  up  the  White  Man's  burden  — 

The  savage  wars  of  peace  — 
Fill  full  the  mouth  of  Famine 

And  bid  the  sickness  cease. 

In  olden  times,  people  considered  those  not  of  their 
own  tribe  or  nation  as  natural  enemies,  and  while  they 
loved  and  aided  one  another,  believed  it  was  their  good 
fortune  when  disaster  came  upon  the  foreigner.  The 
Greeks  called  "barbarians"  all  people  who  were  not 
Greeks,  and  their  writings  are  full  of  expressions  of  joy 
because  disaster  befell  these  people. 

For  over  a  century  now  the  idea  of  democracy  has  been 
making  headway  in  the  world.  Behind  it  lies  the  convic- 
tion that  every  person  is  of  value  to  the  community  and 
that  each  has  rights  and  duties  because  he  is  a  member 
of  the  community.    This  feeling,  which  has  fostered 

»  Collected  Verse.  Doubleday,  Page  &  Co. 


338  A  COURSE  IN  CITIZENSHIP 

national  unity,  and  which  has  resulted  in  our  great 
modern  nations,  has  given  strong  impetus  to  the  feeling 
of  brotherhood  which  religion  teaches. 

In  1854  the  idea  of  human  brotherhood  was  strikingly 
impressed  upon  the  world.  The  heroic  services  of 
Florence  Nightingale  in  the  Crimean  War  put  a  new 
aspect  on  the  meaning  of  warfare  and  established  for  all 
time  humane  treatment  of  the  sick  and  woxmded  on  the 
battle-field.  The  world  owes  a  debt  of  gratitude  to 
Henri  Dunant,  a  Swiss,  who,  after  the  terrible  battle  of 
Solferino,  began  a  campaign  to  organize  an  interna- 
tional organization  to  aid  the  sick  and  wounded  in 
battle.  Through  his  efforts,  the  Swiss  Government 
issued  a  call  on  June  6,  1864,  for  an  international  con- 
ference to  discuss  the  matter.  This  Conference  signed  a 
document,  known  as  the  "Red  Cross  Convention," 
from  the  badge  of  its  workers,  whose  provisions  set  down 
principles  for  the  care  of  the  sick  and  wounded  on  the 
battle-field.  The  rights  and  privileges  of  Red  Cross 
workers  have  now  been  extended  to  maritime  warfare. 

Above  all  nations  is  humanity,  then,  even  in  time  of 
war.  Equally  useful,  however,  is  the  aid  of  the  Red 
Cross  in  times  of  peace.  A  few  years  ago  an  earthquake 
shook  down  the  buildings  and  homes  of  San  Francisco; 
fire  broke  out  in  the  ruins  and  the  principal  parts  of  the 
city  were  destroyed.  Thousands  were  homeless,  foodless, 
penniless.  The  telegraph  carried  the  news  of  the  dis- 
aster to  every  corner  of  the  world,  and  all  peoples  sym- 
pathized with  the  fate  of  the  San  Franciscans  and  hur- 
ried aid  to  the  city.  Distant  countries  telegraphed 
money;  all  sections  of  the  United  States  rushed  supplies, 
and  the  Red  Cross  was  ready  at  a  moment's  notice  to 
take  its  part  in  performing  relief  services. 


GRADE  VIII:  WORLD  FAMILY         339 

War,  pestilence,  famine,  floods,  fires,  and  other 
national  calamities  are  the  things  for  which  the  relief 
work  of  the  Red  Cross  is  designed  to  offer  help.  National 
societies  are  organized  with  many  local  societies  con- 
nected with  them  working  under  their  direction.  They 
collect  stores  of  hospital  and  ambulance  materials  and, 
when  the  occasion  arises,  nurses  and  relief  workers  are 
rushed  to  the  scene,  acting  on  the  spot  for  the  kind- 
hearted  world  which  can  put  its  sympathies  into  action 
only  through  such  an  organization.  In  all  the  Americas, 
Europe,  Asia,  Africa,  and  the  isles  of  the  sea,  the  Red 
Cross  rushes  to  assist  the  unfortunate  without  asking 
about  the  race  or  religion  of  the  victims  of  disaster. 

The  Spanish-American  War  campaign  of  the  Red 
Cross  is  an  excellent  example  of  its  missions  of  mercy. 
During  the  summer  of  1897  reports  began  to  come  out  of 
Cuba  of  the  great  suffering  among  the  people  of  that 
island,  who  were  in  revolt  against  Spain.  A  large  num- 
ber of  men  were  in  the  field  fighting,  but  other  men,  and 
the  women  and  children,  were  taking  no  part  in  the 
struggle.  The  Spanish  authorities,  in  order  to  weaken 
the  resistance  of  the  rebels,  began  to  collect  these  men, 
women,  and  children  in  the  seacoast  towns  under  mili- 
tary control.  Thousands  were  forced  to  leave  their 
homes  and  their  means  of  Hvelihood  to  go  to  the  city, 
where  no  work  was  obtainable  and  little,  if  any,  pro- 
vision made  for  their  care.  The  Spanish  authorities 
thought  in  this  way  to  destroy  the  means  of  resistance 
by  depriving  the  rebellious  Cubans  of  their  families  and 
the  aid  that  reached  them  from  their  many  sympa- 
thizers. But  the  people  thus  carried  from  home  did  not 
serve  to  lessen  the  strength  of  the  rebellious  spirit,  and 
because  they  were  herded  in  towns  without  means  of 


340  A  COURSE  IN  CITIZENSHIP 

support  or  even  food,  a  pitiable  situation  arose  which 
aroused  the  world.  Thousands  began  to  die  for  want  of 
food  or  from  sickness  contracted  in  unwholesome  sur- 
roundings; hundreds  of  thousands  were  in  want.  The 
United  States  Congress  took  up  the  matter  of  relief  for 
Cubans,  appeals  were  made  to  kind-hearted  people,  and 
early  in  1898  the  Red  Cross  began  to  send  food  to  the 
unfortunates.  The  railroads  transported  these  supplies 
free,  the  steamship  companies  carried  them  without 
charge  to  Cuba,  and  there  the  Red  Cross  distributed 
them.  This  work  was  under  the  authority  and  with  the 
aid  of  the  Government. 

The  outbreak  of  the  war  changed  the  character  but 
not  the  beneficence  of  the  work  of  the  Red  Cross.  On 
the  Spanish  side  the  Red  Cross  of  that  country  was 
equally  active,  and  it  was  felt  that  there  was  necessity 
for  the  American  and  Spanish  organizations  to  cooperate 
on  the  battle-field.  The  Duke  of  Palmella,  head  of  the 
Red  Cross  of  Portugal,  suggested  to  the  societies  of  the 
United  States  and  Spain  that  his  organization  stood 
ready  to  act  as  the  go-between  for  the  two  bodies  of 
humane  workers.  On  the  battle-fields  and  everywhere 
that  war  made  itself  felt,  the  Spanish  and  American  Red 
Cross  workers  helped  each  other  in  their  humanitarian 
work.  In  a  dozen  camps  the  Red  Cross  workers,  with- 
out enmity  and  only  with  the  purpose  of  aiding  those 
in  need,  ministered  to  the  wants  of  sick  and  well,  friend 
and  enemy.  The  Red  Cross  societies  of  Europe  and 
Asia  gave  freely  of  money  to  help  out  the  Spanish  and 
American  societies,  assisting  both  sides. 

When  the  full  account  is  written  of  the  Red  Cross 
activities  in  the  present  war,  the  greatest  chapter  of 
human  brotherhood  will  have  been  given  to  the  world. 


GRADE  VIII:   WORLD  FAMILY        341 

Suggestions  for  study 

Read  to  the  class:  2  Kings,  chaps,  xxiv  and  xxv;  His^ 
tory  of  the  Red  Cross,  by  Clara  Barton  (American 
Historical  Press),  and  "The  Red  Cross,*'  in  An 
American  Book  of  Golden  Deeds,  James  Baldwin 
(American  Book  Co.). 

Tell  the  story  of  Florence  Nightingale;  see  "Lives  of 
Famous  Women,'*  by  Sarah  K.  Bolton,  and  The  Chil- 
dren's Hour,  edited  by  Eva  March  Tappan,  vol.  viii, 
p.  467  (Houghton  Mifflin  Co.).  How  did  the  Red 
Cross  come  into  existence?  Who  prompted  its  form- 
ation? How  does  its  work  in  time  of  peace  differ  from 
that  in  war-time?  Tell  of  some  of  its  activities.  Does 
its  work  cover  the  world? 

Reading  for  the  teacher 

Quo  Vadis,  Henry  Sienkiewicz.    Little,  Brown  &  Co. 
Asia  and  Europe,  p.  261,  Meredith  Townsend.    G.  P. 

Putnam's  Sons. 
First  Booh  of  World  Law,  p.  251,  Raymond  L.  Bridg- 

man.  Ginn  &  Co. 
The  Origin  of  the  Red  Cross,  by  Mrs.  David  H.  Wright; 

translation  of  Un  Souvenir  de  Solferino,  by  Henri 

Dunant.  John  C.  Winston,  Philadelphia. 
Apply  to  National  Red  Cross,  Washington,  D.C.,  for 

descriptions  of  work,  reports,  etc. 
On   the   Russo-Japanese    War    see    Human    Bullets, 

Tadayoshi  Sakurai.  Houghton  Mifflin  Co. 
On  the  Balkan  War  see  The  Wounded.    World  Peace 

Foundation,  Boston. 


342  A  COURSE  IN  CITIZENSHIP 

DECEMBER:  INTERDEPENDENCE  OF 
NATIONS 

THE  PEACE  OF  DIVES  ^ 

RUDYARD   KIPLING 

So  I  make  a  jest  of  Wonder,  and  a  mock  of  Time  and 

Space, 
The  roofless  Seas  an  hostel,  and  the  Earth  a  market- 
place. 
Where  the  anxious  traders  know 
Each  is  surety  for  his  foe. 
And  none  may  thrive  without  his  fellows*  grace. 

We  think  nothing  of  sitting  down  to  a  breakfast  table 
on  which  appear  bananas  from  Central  America,  oranges 
from  California  or  Florida,  coffee  from  Arabia  or  Brazil, 
oatmeal  made  from  grain  grown  in  the  Dakotas  or 
Canada.  We  are  quite  unconscious  of  this  cosmopolitan 
center,  and  take  for  granted  our  connection  with  the 
whole  world  through  the  morning  newspaper.  Our  cot- 
ton clothes  may  be  made  from  fiber  grown  in  the 
United  States,  Egypt,  India,  Brazil,  and  other  coun- 
tries. Our  woolen  clothing  may  have  come  from  the 
back  of  an  Austrahan  or  Western  sheep;  our  shoes 
from  a  hide  sent  from  Argentina  or  the  Western  ranges. 
Yet  it  is  not  long  that  this  ready  interchange  of  products 
has  been  possible,  for  it  was  only  when  the  inventions 
that  gave  the  world  swift  locomotion  —  the  steam 
engine,  the  locomotive,  the  steamship  with  its  screw 
propeller,  the  telegraph  and  telephone  and  the  mail 
service  by  rail  and  water  —  it  was  only  when  these 

»  Collected  Verse.  Doubleday,  Page  &  Co. 


GRM)E  Vni:   WORLD   FAMILY         343 

came  that  one  part  of  the  world  could  enjoy  the  good 
things  native  in  other  parts  of  the  world.  We  think 
nothing  of  sending  a  message  around  the  world  in  a  few 
seconds  by  wireless  telegraphy;  of  boarding  a  train  in 
New  York  on  Monday  morning  and  eating  breakfast 
in  San  Francisco  on  Friday  morning;  and  of  sailing 
from  New  York  and  reaching  London  before  the  week  is 
past.  Forty  years  ago  the  clever  Frenchman  who  wrote 
under  the  name  of  Jules  Verne  told  the  story  of  how 
Phineas  Fogg  made  a  wager  that  he  could  go  round  the 
world  in  eighty  days  and  how  he  just  managed  to  win  his 
bet.  Now  one  can  go  around  the  world  in  less  than  forty 
days,  half  the  time  that  Fogg  needed  forty  years  ago, 
and  no  doubt  some  one  soon  will  reduce  the  time  to 
thirty.  All  of  this  is  wonderful  to  think  of,  and  it  has 
had  a  wonderful  result.  For  centuries  and  centuries 
people  lived  and  died  without  ever  leaving  a  small 
district,  a  county,  or  perhaps  a  state.  Before  the  war 
the  people  of  the  world  traveled  constantly,  so  that 
every  country  contained  many  inhabitants  who  were 
not  of  that  country.  The  United  States  contains  people 
from  every  country  of  the  world,  and  several  countries 
have  contributed  more  than  a  million  persons  each  to 
the  population. 

The  distribution  of  the  products  of  the  world  before 
the  war  illustrates  the  close  interdependence  of  nations. 
Great  Britain  received  at  least  half  of  its  food  supply 
from  other  lands,  from  Canada,  the  United  States, 
Russia,  Rumania,  South  Africa,  and  Argentina.  She 
depended  upon  those  nations  for  the  very  food  that 
kept  her  people  alive.  The  typewriter,  an  American 
invention,  was  sold  by  one  company  alone  in  nearly 
forty  countries  of  the  world.  One  country's  money  was 


314  A   COURSE   IN  CITIZENSHIP 

used  in  every  part  of  the  world  to  earn  other  money  for 
its  owners  and  to  do  useful  work  wherever  it  was  needed. 
Mexican  railroads  had  been  built  by  Americans,  African 
railroads  by  Great  Britain,  Asiatic  railroads  by  Ger- 
many and  other  countries.  North  African  railroads  by 
France.  All  the  American  countries  were  together 
building  railroads  that  would  take  the  traveler  and  carry 
goods  from  New  York  almost  to  the  end  of  South 
America.  Mines  of  precious  stones  in  South  Africa  had 
been  developed  by  the  British;  other  mines  elsewhere  by 
the  moneyed  men  of  other  nations.  Over  one  billion 
dollars  of  American  money  had  been  invested  in  Mexico, 
while  Europeans  owned  about  the  same  amount  of 
property  in  that  country.  Great  Britain  had  about 
twenty-five  billion  dollars  invested  outside  the  British 
Isles,  and  the  other  principal  European  countries  also 
had  many  billions  invested  beyond  their  own  borders. 
This  money  went  to  South  America,  Asia,  Africa,  and 
Europe  itself  to  do  useful  work  and  to  help  bring  the 
standards  of  civilized  endeavor  up  to  the  best  examples 
of  America  and  Europe.  Altogether  there  was  probably 
fifty  billion  dollars  of  the  money  of  different  countries 
invested  in  undertakings  in  other  countries.  The  sum 
is  so  vast  that  it  can  scarcely  be  appreciated. 

The  introduction  of  the  railroad,  steamship,  and  tele- 
graph made  the  exchange  of  information  much  easier 
and  quicker  than  it  was  before.  Postage  was  once 
charged  according  to  the  distance  a  letter  was  sent,  and 
if  it  went  to  a  foreign  country  there  was  an  additional 
charge  on  that  account.  Business  men  complained  of 
these  inconveniences,  and  those  which  could  be  altered 
by  each  nation  were  gradually  rectified.  Then  in  a 
note  of  August  4,  1862,  Montgomery  Blair,  Postmaster- 


GRADE  VIII:   WORLD   FAMILY        345 

General  in  Lincoln's  administration,  proposed  to  all 
the  nations  that  they  frame  an  agreement  among  them- 
selves to  make  the  mail  service  more  eflBcient.  The  re- 
sult of  this  American  suggestion  was  that  the  postal 
departments  of  fourteen  countries  sent  men  to  Paris  to 
talk  over  the  matter,  and  they  reached  an  agreement 
about  methods  "to  facilitate  the  relations  of  peoples 
with  peoples  by  means  of  the  postal  service."  The 
scheme  that  had  been  worked  out  was  so  successful  that 
in  1869  the  German  Government  proposed  that  it  be 
developed.  As  a  result,  an  International  Postal  Con- 
gress met  at  Berne,  Switzerland,  five  years  later,  with 
representatives  from  twenty-five  nations.  On  October 
8,  1874,  the  delegates  signed  the  constitution  of  what  is 
now  the  Universal  Postal  Union  and  arranged  for  a  per- 
manent bureau  at  Berne  through  which  all  their  busi- 
ness with  each  other  was  to  be  transacted.  The  organi- 
zation was  such  that  the  whole  world  contributed  to 
the  support  of  the  bureau,  which  received  regular  re- 
ports concerning  the  work  of  the  four  hundred  thousand 
post-offices  in  the  world. 

Great  changes  will  take  place  after  the  war.  States- 
men and  economists  are  now  at  work  on  the  readjust- 
ment of  the  economic  fife  of  the  world.  The  war  has 
proved  the  necessity  for  an  international  organization 
which  will  control  immigratio^,  investments,  loans  and 
the  development  of  the  backward  regions  of  the  earth. 
International  Commissions  on  Trade  and  Investments, 
in  all  backward  countries,  are  advocated.  As  prece- 
dents, we  might  mention  those  on  the  Danube,  at  Con- 
stantinople, at  Alexandria,  and  in  the  Congo. 


346  A   COURSE   IN   CITIZENSHIP 

Suggestions  for  study 

How  do  the  nations  normally  depend  upon  each  other? 
Illustrate  from  your  daily  life,  clothes,  foodstuffs. 
Can  the  nations  communicate  easily  with  one  an- 
other? In  what  ways?  Does  one  country  help  to 
develop  others?  Do  the  nations  desire  each  other's 
products?  Does  the  United  States  sell  abroad?  Do 
we  buy  from  other  countries?  Do  learned  men  of  one 
country  have  an  interest  in  those  of  other  countries? 
How  is  it  made  easy  for  you  to  send  a  letter  to  China 
or  Europe? 

Consider  the  importance  of  world  commerce  as  a  means 
of  bringing  the  nations  together  in  peaceful  pursuits. 
What  things  in  recent  years  have  tended  to  facilitate 
and  increase  trade  between  nations?  What  do  we 
mean  by  financial  interdependence  of  nations?  Name 
some  examples  in  recent  history  where  nations  found 
they  could  not  enter  upon  war  without  serious  self- 
injury.  What  is  the  Pan-American  Union?  What  does 
it  include?  What  part  does  the  United  States  play 
in  its  organization,  and  what  ends  is  it  intended  to 
secure? 

To  illustrate  the  first  important  piece  of  international 
finance,  tell  the  story  of  the  four  sons  of  Mayer  Roths- 
child. See  Encyclopaedia,  or  The  Rothschilds,  John 
Reeves  (Low,  London).  Unseen  Empire,  David  Starr 
Jordan  (American  Unitarian  Association,  1912). 

Some  interesting  books  from  which  to  read  to  the  class 
are:  How  the  World  is  Fed,  and  How  the  World  is 
Clothed,  Frank  George  Carpenter  (American  Book 
Co.);  How  We  are  Clothed,  How  We  are  Fed,  How  We 
Travel,    Chamberlain    (The   Macmillan    Co.);    The 


GRADE   VIII:   WORLD   FAMILY        347 

Friendship  of  Nations,  chap,  vi,  Lucile  Gulliver  (Ginn 
&  Co.). 

For  texts  of  conventions,  see  The  First  Book  of  World 
Law,  Raymond  L.  Bridgman  (World  Peace  Founda- 
tion). 

Describe  the  International  Bureau  of  Weights  and  Meas- 
ures, Public  International  Unions,  p.  35,  Paul  S. 
Reinsch  (Ginn  &  Co.).  The  First  Book  of  World  Law, 
p.  257,  Raymond  L.  Bridgman. 

Describe  the  International  Telegraphic  Union  at 
Beme.  Public  International  Unions,  pp.  15-20,  176- 
78,  Paul  S.  Reinsch.  The  First  Book  of  World  Law,  p. 
264,  Raymond  L.  Bridgman. 

Describe  the  International  Institute  of  Agriculture  at 
Rome.  Public  International  Unions,  pp.  51-55,  Paul 
S.  Reinsch.  Write  to  your  Congressman  for  reports  of 
work  and  activities. 

Under  "Universal  Postal  Union,"  read  Public  Interna' 
iional  Unions,  pp.  21-28,  Paul  S.  Reinsch.  The  First 
Book  of  World  Law,  p.  17,  Raymond  L.  Bridgman. 

Reference  may  be  made  to  commercial  geographies. 

On  travel,  compare  conditions,  described  in  Touring  in 
1600,  by  E.  S.  Bates  (Houghton  Mifflin  Co.),  with 
those  of  to-day. 

See  in  general  The  Development  of  the  International 
Spirit,  by  Hon.  William  A.  Weir,  Lake  Mohonk  Con- 
ference on  International  Arbitration,  1911,  p.  197; 
The  Federation  of  the  World,  by  Benjamin  F.  True- 
blood  (Houghton  Mifflin  Co.);  The  International 
Mind,  Nicholas  Murray  Butler  (Charles  Scribner's 
Sons,  New  York). 


348  A  COURSE   IN   CITIZENSHIP 

JANUARY:  JUSTICE  AND  HONOR 
BETWEEN  NATIONS 

MAGNANIMITY 

GEORGE  WASHINGTON 

Observe  good  faith  and  justice  toward  all  nations. 
Cultivate  peace  and  harmony  with  all.  Religion  and 
morality  enjoin  this  conduct;  and  can  it  be  that  good 
policy  does  not  equally  enjoin  it?  It  will  be  worthy  of 
a  free,  enlightened,  and,  at  no  distant  period,  a  great 
nation  to  give  to  mankind  the  magnanimous  and  too 
novel  example  of  a  people  always  guided  by  an  exalted 
justice  and  benevolence. 

When  people  live  closely  together,  justice  toward  one 
another  is  essential.  It  is  the  same  with  larger  communi- 
ties. Cities  dealing  with  cities,  states  with  states,  nations 
with  nations,  must  found  their  action  on  broad  princi- 
ples of  justice.  History  tells  us  of  a  time  when  justice 
was  confined  to  the  nation  to  which  one  belonged  and 
it  was  then  a  maxim  that  "strange  air  made  a  man 
unfree,"  —  that  is,  no  justice  was  to  be  given  to  the 
man  who  was  out  of  his  own  country.  Justice  in  those 
days,  too,  depended  largely  on  the  privileges  of  freedom, 
and  the  man  who  was  out  of  his  own  country  was  liable 
to  be  made  a  slave.  The  old  Romans,  when  they  con- 
quered another  nation  in  war,  made  their  captives  pass 
under  a  yoke  as  a  sign  of  bondage;  and  toward  the  man 
who  had  passed  under  the  yoke,  the  Roman  did  not  feel 
that  he  had  to  act  with  that  sense  of  justice  that  marked 
his  action  toward  his  fellow  Roman  citizens. 


GRADE   Vni:   WORLD   FAMILY        349 

Before  the  year  1648  the  Roman  idea  that  one  nation 
was  superior  to  all  others  prevailed.  That  year  saw  the 
close  of  the  Thirty  Years*  War,  a  tremendous  struggle 
between  the  various  parts  of  Europe  for  dominion  over 
one  another.  The  Peace  of  WestphaUa  in  1648  marked 
the  change  from  the  old  system  to  a  new  and  better  one. 
At  the  great  meetings  of  diplomats  which  made  that 
peace,  there  was  much  rivalry  as  to  which  nation  should 
be  considered  most  important.  Each  secretly  considered 
itself  superior  to  the  others,  and  none  would  admit  any 
inferiority.  It  seems  to  us  a  foohsh  kind  of  argument, 
but  it  was  very  serious  then.  The  result  was  that  all  the 
nations  which  were  independent,  or,  as  they  were  called, 
sovereign,  were  recognized  as  equal.  Thus  the  largest 
nation  agreed  to  treat  the  smallest  just  as  well  as  it 
would  its  big  neighbor  who  might  be  able  to  whip  it  in 
war.  It  was  nothing  less  than  applying  the  Golden 
Rule,  "Do  unto  others  as  you  would  that  they  should 
do  imto  you,"  to  the  relations  between  nations.  No 
longer  could  it  be  said,  as  the  great  Hugo  Grotius  had 
written  in  1625,  that  "for  those  who  have  supreme 
power,  the  equity  is  where  the  strength  is."  Henceforth 
justice  was  to  play  a  greater  part  in  the  affairs  of 
nations. 

Just  as  in  the  case  of  individuals  before  the  courts,  it 
was  now  recognized  that  nations  should  receive  justice 
from  each  other  regardless  of  their  relative  wealth, 
power,  or  position;  but  for  almost  two  centuries  after 
the  Peace  of  Westphalia  that  system  of  equahty  among 
nations  was  confined  to  Europe. 

On  July  4,  1776,  the  American  Congress  in  the 
Declaration  of  Independence  declared  "that  these 
united  colonies  are,  and  of  right  ought  to  be,  free  and 


350  A   COURSE   IN   CITIZENSHIP 

independent  states;  .  .  .  and  that  as  free  and  inde- 
pendent states,  they  have  full  power  to  levy  war,  con- 
clude peace,  contract  alliances,  establish  commerce,  and 
to  do  all  other  acts  and  things  which  independent  states 
may  of  right  do."  On  February  6,  1778,  France,  by 
means  of  a  treaty  of  alliance,  recognized  the  United 
States  as  a  sovereign  nation,  this  recognition  being  the 
first  admission  of  a  non -European  territory  into  the 
family  of  nations.  After  the  Revolution  was  over,  all 
the  other  European  nations  admitted  the  sovereignty 
of  the  United  States. 

Many  instances  could  be  cited  to  explain  the  meaning 
of  justice  between  nations,  but  perhaps  the  case  of  China 
and  the  Powers  affords  as  striking  an  illustration  as  we 
could  select.  After  the  open  hostility  to  foreigners  in 
1900,  a  secret  society,  called  the  Boxers,  was  organ- 
ized to  drive  out  the  foreigners  and  to  destroy  the  Chris- 
tians among  the  Chinese.  It  looked  as  if  China  would 
be  cut  up  and  parceled  out  among  the  European  nations, 
whose  citizens  were  in  danger.  But  the  American 
Secretary  of  State,  John  Hay,  on  July  3,  1900,  sent  a 
note  to  the  Powers,  declaring  that  it  was  the  policy  of 
the  United  States  to  preserve  China  for  the  Chinese,  and 
asking  that  the  other  Powers  agree  to  the  same  action. 
This  policy  was  adopted,  and  in  return  China  dispersed 
the  Boxers  and  punished  the  guilty  officials.  But  when 
the  demand  came  for  a  money  indemnity,  the  United 
States  protested  against  the  injustice  of  the  amount  of 
the  claims,  between  four  hundred  and  five  hundred 
millions,  declaring  that  China  could  not  afford  to  pay 
such  a  huge  sum.  China  recognized  the  justice  of 
paying  an  indemnity,  which  was  finally  fixed  at  three 
hundred  and  thirty-three  millions. 


GRADE   VIII:   WORLD   FAMILY         351 

When,  however,  China  decided  to  adopt  what  was 
good  in  Western  civilization,  the  United  States  in  1908 
showed  her  friendship  and  justice  toward  this  great 
Eastern  nation  by  remitting  that  part  of  the  Boxer 
indemnity  which  remained  unpaid.  The  share  of  the 
United  States  was  originally  twenty-five  million  dollars. 
China  felt  very  grateful.  She  sent  a  high  official  to  the 
United  States  to  thank  our  people  for  this  act  of  friend- 
ship; but  she  did  more.  She  had  already  realized  the 
value  of  Western  education  and  decided  not  to  use  the 
money  which  the  United  States  had  remitted  to  her,  for 
her  own  purposes,  but  to  use  it  in  training  her  young 
men  in  the  learning  of  the  West,  so  that  they  would  be 
able  to  conduct  her  public  affairs  in  more  modern  ways. 
Beginning  with  1909,  one  hundred  students,  chosen  for 
their  ability,  were  to  be  sent  each  year  to  the  United 
States  for  four  years,  or  until  1913,  to  acquire  the  best 
education  which  they  could  from  our  colleges.  From 
1913  on  to  1940  the  number  sent  each  year  was  to  be 
fifty,  since  each  student  remains  here  for  several  years, 
and  about  five  hundred  are  in  the  country  all  the  time. 
This  scheme  is  being  carried  out,  and  the  result  is  that 
many  Chinese  are  learning  our  ways  and  are  returning 
to  their  native  coimtry  to  become  leaders  of  their  fellow 
citizens. 

Honor  between  nations  should  impel  them  to  acts  of 
justice  and  to  fair  treatment.  They  should  be  ashamed 
to  do  otherwise,  to  act  meanly.  National  honor  is  well 
illustrated  in  the  case  of  the  United  States  and  Cuba. 
Cuba  was  for  a  long  time  a  Spanish  possession,  but 
under  Spanish  rule  the  people  of  the  island  were  not 
treated  well  and  their  progress  was  not  rapid.  Spain  had 
an  obsolete  idea  that  a  colony  was  a  territory  from 


352  A   COURSE  IN   CITIZENSHIP 

which  the  mother  country  should  get  all  it  could,  let- 
ting the  people  shift  as  they  might.  Conditions  in  Cuba 
were  bad,  and  an  insurrection  occurred.  It  was  opposed 
by  Spain  with  means  so  cruel  that  the  American  people 
were  aroused,  and  the  final  result  was  the  Spanish- 
American  War,  which  resulted  in  the  freedom  of  Cuba. 
It  would  have  been  natural  enough  if  the  United  States 
had  stepped  into  the  place  of  Spain  and  made  Cuba  her 
colony.  But  the  United  States  had  given  her  word  that 
Cuba  should  be  free,  and  that  she  would  only  superin- 
tend the  erection  of  self-governing  institutions  among 
the  people.  After  the  war  was  over,  United  States 
troops  and  officials  occupied  the  island  for  a  time  and 
conducted  its  business.  They  did  all  they  could  to  train 
the  Cubans  to  conduct  their  own  affairs,  and  finally  the 
people  of  Cuba  drew  up  a  constitution  which  they  sub- 
mitted to  the  United  States  for  approval.  It  met  that 
approval,  but  it  was  feared  that  the  government  might 
not  go  smoothly,  and  so  the  United  States  insisted  that 
in  case  of  trouble  this  country  should  have  the  right  of 
stepping  in.  Sure  enough,  after  Cuba  had  been  run- 
ning its  own  affairs  for  a  time,  matters  got  into  such 
a  state  that  America  had  to  take  charge  for  a  while. 
When  the  American  troops  were  leaving  the  island. 
President  Estrada  Palma  said:^  "We  are  in  the  pres- 
ence of  the  most  extraordinary  fact  recorded  in  the 
annals  of  universal  history.  We  are  here  to  see  off  from 
our  shores  the  remainder  of  the  troops  of  the  United 
States  left  in  Cuba  after  helping  us  to  secure  our 
independence  and  the  blessing  of  freedom.  They  could 
stay  longer  under  any  pretext  whatever,  they  could 
serve  to  impose  upon  us  an  unjust  demand,  but  the 

»  Foreign  Relations  of  the  United  States,  1904,  pp.  2S8-S9.  Edited  by  the  Denart- 
ment  of  State.  Government  Printing  Office. 


GRADE   VIII:   WORLD   FAMILY        S53 

Government  of  the  United  States,  identified  with  the 
hberal  spirit  and  noble  character  of  the  American  people, 
is  willing,  on  the  contrary,  to  prove  the  disinterest  and 
sincerity  of  the  aid  rendered  us,  showing  at  the  same 
time  that  we  have,  as  an  independent  people,  the  confi- 
dence of  one  of  the  most  powerful  nations  on  earth." 

Suggestions  for  study 

What  must  happen  when  people  come  closely  in  con- 
tact with  each  other?  Is  this  principle  recognized 
between  nations?  What  are  independent  nations 
called?  How  do  they  consider  each  other?  When  did 
they  agree  on  this?  Why?  When  did  the  United 
States  claim  membership  in  the  family  of  nations? 
When  did  she  receive  membership?  What  was  the 
next  great  change  in  the  family  of  nations?  What 
countries  were  affected  by  this  change?  Are  nations 
as  just  toward  each  other  as  people  are  toward  each 
other?  Ought  they  to  be?  Show  how  justice  has  been 
done  to  China  by  the  United  States;  by  the  world. 
How  did  the  United  States  treat  Cuba?  Relate  the 
facts.  Is  there  as  much  reason  for  going  to  war  now 
as  there  was  in  ancient  or  in  mediaeval  days?  Is  there 
a  higher  standard  of  international  morality  than  there 
was  in  the  ancient  or  mediaeval  world?  What  com- 
mon obligations  have  the  nations  in  their  relations  to 
one  another?  What  relation,  if  any,  is  there  be 
tween  the  military  power  of  a  nation  and  the  right- 
eousness of  a  cause? 

On  the  family  of  nations,  see  International  Justice, 
George  Grafton  Wilson  (Social  Service  Series  of 
American  Baptist  Publication  Society). 

On  the  open  door  in  China,  see  World  Politics,  pp.  176- 


354  A   COURSE  IN   CITIZENSHIP 

178,  Paul  S.  Reinsch  (The  Macmillan  Co.) ;  History  for 
Ready  Reference,  vol.  vi,  p.  102,  J.  N.  Lamed  (C.  A. 
Nichols  Co.,  Springfield). 
On  the  Boxer  affair,  see  History  for  Ready  Reference,  vol. 
VI,  pp.  115^.,  J.  N.  Lamed.  The  Memoirs  of  Li  Hung 
Chang,  chap,  xv  (Houghton  Mifflin  Co.).  China's 
Story,  chaps,  xxiii-xxiv,  William  Eliot  Griffis 
(Houghton  Mifflin  Co.). 

FEBRUARY:  EFFECTS  OF  WAR 
BETWEEN  NATIONS 

THE  RED  CROSS  SPIRIT  SPEAKS  * 

JOHN  FINLEY 

Wherever  war,  with  its  red  woes. 
Or  flood,  or  fire,  or  famine  goes. 

There,  too,  go  I; 
If  earth  in  any  quarter  quakes 
Or  pestilence  its  ravage  makes. 

Thither  I  fly. 


The  cross  which  on  my  arm  I  wear. 
The  flag  which  o'er  my  breast  I  bear. 

Is  but  the  sign 
Of  what  you  *d  sacrifice  for  him 
Who  suffers  on  the  heUish  rim 

Of  war's  red  fine. 

Once  to  every  man  and  nation  comes  the  moment  to 

decide. 
In  the  strife  of  Truth  with  Falsehood,  for  the  good  or 

evil  side; 

»  From  "  The  Battle  Line  qf  Democracy,"  published  by  the  Committee  on  Public 
lolormation. 


GRADE   VIII:   WORLD    FAMILY        355 

Some  great  cause,  God's  new  Messiah,  offering  each  the 

bloom  or  bHght, 
Parts  the  goats  upon  the  left  hand,  and  the  sheep  upon 

the  right; 
And  the  choice  goes  by  forever  'twixt  that  darkness  and 

that  light. 

James  Russell  Lowell. 

"I  would  that  wars  should  cease, 
I  would  the  globe  from  end  to  end 

Might  sow  and  reap  in  peace, 
And  some  new  Spirit  o'erbear  the  old. 

Or  Trade  refrain  the  Powers 
From  war  with  kindly  links  of  gold. 

Or  Love  with  wreaths  of  flowers. 
Slav,  Teuton,  Kelt,  I  count  them  all 

My  friends  and  brother  souls. 
With  all  the  peoples,  great  and  small. 

That  wheel  between  the  poles. 
But  since  our  mortal  shadow,  111, 

To  waste  this  earth  began  — 
Perchance  from  some  abuse  of  Will. 

In  worlds  before  the  man 
Involving  ours  —  he  needs  must  fight 

To  make  true  peace  his  own. 
He  needs  must  combat  might  with  might. 

Or  Might  would  rule  alone." 

Tennyson. 

The  highly  organized  trench  fighting  of  the  present 
war,  in  which  millions  have  been  killed  and  wounded, 
offers  a  strange  contrast  to  the  famous  charge  of  the 
British  Light  Brigade  at  Balaklava  on  October  25, 1854. 
That  charge  consumed  twenty-five  minutes  of  actual 
fighting,  and  history  records  that  every  minute  of  it 
took  eight  lives. 


356  A  COURSE  IN   CITIZENSHIP 

War,  as  illustrated  in  the  Russo-Japanese  conflict, 
ceased  to  be  a  matter  of  mere  dashing  against  the  enemy. 
The  great  battle  of  Mukden  in  February  and  March, 
1905,  shows  a  certain  type  of  modern  warfare.  The 
battle  began  on  February  16  and  raged  for  nineteen 
days.  The  forces  that  confronted  each  other  numbered 
about  eight  hundred  and  fifty  thousand  men,  and  they 
were  spread  over  a  front  one  hundred  miles  wide.  The 
commanders  were  miles  to  the  rear  of  their  troops,  con- 
nected with  each  part  of  their  forces  by  telephone, 
keeping  track  of  their  movements  on  maps  and  giving 
orders  by  telephone.  This  battle  was  a  game  of  chess 
played  by  the  generals.  The  first  reports  said  that  the 
Russians  lost  thirty  thousand  men  dead,  over  one  hun- 
dred thousand  wounded,  and  about  forty  thousand 
prisoners,  out  of  about  three  hundred  and  seventy-five 
thousand  engaged.  The  Japanese  admitted  fifty  thou- 
sand casualties  in  four  hundred  thousand  men.  Two 
months  later,  in  the  naval  battle  of  Tsushima,  the  fate 
of  three  thousand  men  was  sealed  in  less  than  three 
hours. 

But  war  has  other  effects  beside  the  wounding  and 
killing  of  men.  With  so  much  commerce  going  on  be- 
tween nations,  the  slightest  disturbance  anywhere  in  the 
world  makes  a  business  loss  of  thousands  of  dollars. 
When  this  condition  came  to  be  recognized,  it  had  a  pro- 
found effect  on  the  war  system.  When  two  nations  went 
to  war,  the  others  were  no  longer  willing  to  be  interfered 
with  in  their  business.  So  the  nations  began  to  divide 
in  the  case  of  war  into  belligerents  and  neutrals.  By 
declaring  neutrality,  a  nation  avoids  as  much  as  possi- 
ble the  disturbance  which  war  creates,  but  the  effect 
of  war  on  neutrals  may  mount  up  to  large  proportions 


GRADE   VIII:   WORLD   FAMILY        357 

as  is  shown  in  the  extraordinary  events  of  the  present 
war.  An  example  of  this  is  also  shown  in  the  war  be- 
tween Italy  and  Turkey.  When  the  Italian  fleet  ap>- 
proached  the  Dardanelles  to  make  an  attack  on  Con- 
stantinople, the  Turkish  authorities  planted  submarine 
mines  to  blow  up  the  Italian  warships,  and  as  a  matter 
of  safety  held  up  all  shipping  about  to  pass  through  the 
straits.  Above  the  straits  millions  of  bushels  of  Russian 
and  Rumanian  grain  were  awaiting  shipment  to  England 
and  other  countries;  there,  also  awaiting  shipment,  were 
the  great  supplies  of  petroleum  which  Russia  furnishes 
to  European  markets.  But  the  closing  of  the  straits  by 
Turkey,  owing  to  Italy's  threatened  attack,  made  it 
impossible  for  these  supplies  to  be  moved.  On  May  2, 
1912,  as  many  as  one  hundred  and  eighty-five  vessels 
were  anchored  around  Constantinople.  Russia  was  los- 
ing millions  of  dollars  because  her  grain  could  not  be 
moved,  and  much  of  it  was  spoihng.  From  April  18  to 
May  18  no  vessel  was  allowed  to  pass  through  the  straits, 
and  altogether  the  closing  of  these  straits  cost  neutral 
nations,  who  had  no  concern  in  the  war,  as  much  as  one 
hundred  and  fifty  million  dollars.  Those  neutral  nations 
protested,  and  the  result  was  that  Italy  was  unable  to 
carry  out  her  plan  of  attacking  Constantinople.  War 
had  to  give  way  to  the  pursuits  of  peace. 

Were  Justice  the  unswerving  rule  of  the  nations,  the 
world  would  no  longer  be  subjected  to  interference  with 
commercial  and  industrial  progress,  the  depletion  of 
national  treasuries,  the  set-back  to  scientific  and  cultural 
progress,  the  destruction  of  the  world's  art  treasures,  to 
say  nothing  of  human  suffering,  distress  and  want  and 
private  griefs  which  always  follow  in  the  wake  of  war. 


358  A   COURSE   IN   CITIZENSHIP 

Suggestions  for  study 

Why  does  war  exist?  Can  it  be  avoided?  Do  nations 
want  war?  Why  do  they  maintain  armies  and  navies? 
Did  kings  in  former  times  seek  to  avoid  war?  Who 
controls  nations  now?  When  war  occurs  what  are 
the  peaceful  nations  called?  Do  they  suffer?  Illus- 
trate. What  does  the  war  system  cost?  Does  it  ac- 
complish a  necessary  modern  purpose?  What  are 
the  only  right  reasons  for  going  to  war?  Contrast 
the  method  of  war  with  that  of  the  Court. 

Apply  to  American  School  Peace  League,  405  Marl- 
borough St.,  Boston,  for  illustrative  literature.  If 
great  nations  wage  war  upon  each  other,  in  what 
ways  are  other  nations  affected,  and  why?  What  evil 
effects  have  proceeded  from  war  besides  death, 
wounds,  and  physical  suffering? 

Reading  for  the  teacher 

On  modem  war,  see  "The  Most  Up-to-Date  Business  — 

War,"  by  Frederick  Palmer,  in  McClure's  Magazine, 

September,  1913,  vol.  xli.   The  Future  of  War,  part  i, 

chaps.  I,  III,  V,  VI ;  part  ii,  chaps,  v-vii,  Jean  de 

Bloch.   World  Peace  Foundation. 

Read:  A  Voyage  to  Lilliputy  chap,  v,  Jonathan  Swift, 

'    R.L.S.  No.  89.    Houghton  Mifflin  Co. 

Great  Captains,  Theodore  A.  Dodge.    Houghton 

Mifflin  Co. 
The  Forces  Warring  against  War,  p.  15,  Havelock 

Ellis.  World  Peace  Foundation. 
Friendship  of  Nations,  pp.  16,  17,  18,  100,  166, 
167,  193,  208,  209,  218,  219,  220,  Lucile  Gul- 
liver. Ginn  &  Co. 


GRADE  VIII:  WORLD  FAMILY         359 

MARCH:  GROWTH  OF  LAW  AS  AN 

AGENCY  FOR  PROMOTING 

GOOD  wn.L 

Peace  is  the  permanence  of  law.  Under  peace  the 
affairs  of  nations  as  well  as  the  affairs  of  individual  men 
will  be  settled  by  judges,  or  by  juries,  or  by  both. 

David  Starr  Jordan. 

Till  the  war-drum  throbb'd  no  longer,  and  the  battle- 
flags  were  furl'd 
In  the  Parliament  of  man,  the  Federation  of  the  world. 
Alfred  Tennyson  in  "Locksley  Hall." 

We  do  not  know  when  the  people  of  the  earth  first 
began  to  have  laws.  All  that  we  know  is  that  the  study 
of  ancient  history  constantly  reveals  codes  of  law  of 
earlier  and  earlier  dates.  Egypt,  Assyria,  and  Chaldea 
had  laws,  many  of  which  differ  but  little  from  our  own  of 
to-day. 

Why  did  people  in  those  far-off  times  have  laws? 
They  found  them  necessary,  in  order  to  live  together 
peaceably,  for  laws  are  a  means  to  secure  justice.  When 
families  began  to  have  dealings  with  other  families,  they 
became  a  tribe,  and  the  strongest  man  of  the  tribe  be- 
came its  chief.  When  the  chief  made  a  decision  which 
seemed  right  and  just  to  the  tribe,  that  decision  resulted 
in  the  growth  of  a  custom  for  the  tribe;  and  that  custom 
was  law.  When  the  tribes  were  closely  united  among 
themselves,  they  reached  out  to  control  other  tribes. 
Each  obeyed  the  customs  it  had  found  good,  and  each 
stood  together.  When  the  chief  decided  that  it  would 
benefit  his  tribe  if  it  could  conquer  another,  all  the 


360  A  COURSE  IN  CITIZENSHIP 

tribesmen  went  out  with  him  and  loyally  fought  for  the 
glory  of  their  own  people.  After  a  while,  many  tribes  were 
conquered  and  there  resulted  larger  units,  or  nations,  in 
which  it  became  customary  to  recognize  single  rulers,  or 
kings,  and  this  custom  became  a  general  law. 

It  was  not  until  the  latter  part  of  the  sixteenth  cen- 
tury that  the  relations  of  nations  came  to  be  a  matter  of 
study  for  scholars  or  to  be  subject  to  rules  that  might  by 
any  stretch  of  the  imagination  be  accepted  as  genuine 
law.  Hugo  Grotius,  a  brilliant  Dutchman,  was  the  first 
to  reduce  the  rules  which  existed  in  his  time  to  a  sound 
basis.  His  great  work.  The  Rights  of  War  and  Peace,  was 
published  in  1625.  In  this  book  he  sought  to  state  the 
rules  which  should  govern  the  relations  between  nations. 
In  doing  this  he  followed  what  he  called  the  law  of 
nature,  or  "natural  human  law,"  which  corresponds  in 
all  essentials  to  the  customs  which  were  followed  by 
early  peoples  and  which  in  time  hardened  into  rules  of 
law. 

We  have  seen  how  the  Treaty  of  Westphalia  solved 
many  problems  that  had  been  troubling  Europe.  From 
this  treaty  is  dated  the  modern  period  of  diplomatic  his- 
tory. Among  other  things,  it  laid  the  basis  for  freedom 
in  religious  matters,  and  established  the  principle  of  the 
independent  or  sovereign  state,  two  most  essential  ele- 
ments in  securing  justice  in  the  family  of  nations.  From 
that  time  until  the  present,  international  law  has  devel- 
oped, and  this  is  due  to  the  rapid  growth  of  international 
relations,  and  the  consequent  sense  of  world  unity  with  a 
world  will  and  a  world  conscience. 

Fifty  years  ago  the  slave  trade  in  Africa  outraged  the 
best  instincts  of  all  civilized  peoples,  who  were  agreed 
that  it  should  be  stopped.  It  was  a  question  on  which  all 


GRADE   VIII:   WORLD   FAMILY        361 

civiKzed  nations  felt  the  same,  and  in  1885  at  Berlin 
means  were  taken  by  the  nations  as  a  whole  to  prevent 
it.  In  1890,  at  Brussels,  Belgium,  the  nations  made  a 
general  treaty  to  carry  out  the  principles  agreed  upon  at 
Berlin,  and  as  a  result  it  is  now  imlawf ul  for  the  citizens 
of  any  Christian  nation  to  traffic  in  slaves. 

The  rapid  means  of  communication  has  made  it  neces- 
sary for  the  nations  to  protect  themselves  against  flight 
from  justice  by  an  individual.  All  nations  recognize 
that  when  a  man  commits  a  crime  in  one  coimtry  and 
flees  to  another,  he  should  not  escape  justice,  so  they 
have  made  agreements  or  extradition  treaties,  as  they 
are  called,  providing  that  persons  who  are  citizens  of  one 
country  and  are  charged  with  certain  enumerated 
crimes  shall  be  handed  over  to  the  authorities  of  that 
country  by  the  authorities  of  any  other  to  which  they 
may  flee. 

A  great  deal  of  law  has  grown  up  around  the  right  of 
nations  to  do  business  with  other  nations.  This  right  is 
exercised  by  means  of  diplomatic  agents,  ambassadors 
or  ministers,  and  consuls  who  represent  their  govern- 
ments at  foreign  capitals.  The  duties  of  ambassadors 
and  ministers,  who  are  sent  to  other  countries  by  the 
chief  executive,  consist  in  looking  out  for  the  interests  of 
their  own  country  in  the  foreign  state,  and  this  is  done 
by  means  of  negotiation  and  treaties,  about  which  a 
large  number  of  rules  of  law  have  been  adopted. 

International  law  has  received  a  rude  shock  during 
the  present  war.  But  to-day,  as  we  witness  the  intoler- 
able consequences  of  violated  standards,  we  stake  our 
only  hope  on  the  prospect  of  a  new  departure  in  the 
development  of  law.  The  universal  manifestation  of 
sorrow  and  destruction  will,  we  hope,  prompt  the  dele- 


362  A  COURSE  IN  CITIZENSHIP 

gates  who  will  meet  in  conference  after  the  war  to 
cooperate  in  the  reestablishment  of  international  law, 
the  only  legal  appeal  for  the  nations. 

Suggestions  for  study 

How  did  law  grow  up  among  early  peoples?  What  is  the 
object  of  law?  How  did  international  law  grow  up? 
Who  was  the  father  of  international  law?  When  did 
the  modem  period  of  international  law  begin?  What 
were  its  foundations?  Who  conducts  the  business  of 
nations  with  each  other?  How  is  it  conducted?  How 
are  most  of  the  disputes  settled? 

On  Grotius,  see  introduction  to  The  Rights  of  War  and 
Peace,  Old  South  Leaflets,  No.  101.  Directors  of  Old 
South  Work,  Old  South  Meeting  House,  Boston.  For 
literature  on  pacific  settlement  of  international  dis- 
putes, write  to  American  School  Peace  League, 
Boston. 

APRIL:  AGREEMENTS  BETWEEN 
NATIONS 

War  will  eliminate  itself.  By  the  next  centennial, 
arbitration  will  rule  the  world.  —  General  Sheridan, 
in  1876. 

With  the  calling  of  the  First  Hague  Conference,  in 
1899,  the  people  of  the  world  began  to  consider  more 
carefully  than  they  had  ever  done  before  the  desirability 
of  settling  disputes  by  pacific  methods;  and  since  the 
organization  of  a  Permanent  Court  of  Arbitration, 
established  by  the  Conference,  the  nations  have  made 
agreements  or  treaties  providing  that  differences  which 


GRADE   VIII:   WORLD   FAMILY         363 

may  arise  between  them  shall  be  referred  to  this  Court. 
Those  who  have  looked  forward  to  a  condition  of  peace 
among  the  nations  have  encouraged  the  negotiation  of 
arbitration  treaties.  Well  over  one  hundred  and  fifty 
of  these  have  been  signed,  involving  nearly  all  the  great 
nations  of  the  earth. 

The  treaties  are  by  no  means  alike,  but  the  principal 
ones  exclude  questions  affecting  vital  interests,  inde- 
pendence, and  national  honor.  A  great  effort  has  been 
made  by  those  interested  in  international  friendliness  to 
have  these  exceptions  omitted  from  treaties,  but  the  ef- 
fort has  not  been  successful  among  those  nations  known 
as  the  "Great  Powers."  The  exceptions,  however,  are 
admittedly  indefinite.  They  indicate  things  which  a  na- 
tion must  decide  for  itself.  "It  is  true,"  wrote  Senator 
Elihu  Root,  "that  there  are  some  questions  of  national 
policy  and  conduct  which  no  nation  can  submit  to  the 
decision  of  any  one  else,  just  as  there  are  some  questions 
of  personal  conduct  which  every  man  must  decide  for 
himself."  As  a  matter  of  fact,  however,  the  exceptions 
have  worked  well  in  practice,  for  arbitration,  like  all 
other  public  business  between  nations,  depends  mostly 
for  its  success  ujwn  the  spirit  of  fairness  of  the  parties. 
Countries  that  are  friendly  to  each  other  are  not  likely  to 
stand  on  a  strict  interpretation  of  such  excluding  phrases, 
and  instances  have  occurred  where  matters  involving 
national  honor  or  vital  interests  have  been  arbitrated. 

The  value  of  arbitration  lies  in  its  ability  to  allay  pub- 
lic feeling.  The  arbitration  treaty  puts  the  common- 
sense  view  of  a  dispute  into  writing,  and  if  a  dispute  does 
occur,  the  existence  of  the  contract  makes  it  easier  and 
surer  that  the  question  will  be  settled  in  a  friendly  way. 
Most  of  the  arbitration  treaties  have  never  been  used; 


364  A   COURSE   IN   CITIZENSHIP 

but  there  are  notable  examples  proving  their  effective- 
ness. In  one  case  the  United  States  and  Great  Britain 
settled  the  century-old  dispute  concerning  rights  to  fish 
on  the  coast  of  Newfoundland,  and  Russia  and  Turkey 
solved  a  money  question  originating  in  their  war  of  1877, 
after  they  had  disputed  over  it  for  nearly  thirty-five 
years. 

In  international  affairs,  just  as  in  national,  new 
problems  are  always  arising.  Some  nations  may  have 
problems  peculiar  to  themselves,  and  even  where  many 
nations  have  the  same  problem,  conditions  are  sure  to 
vary  among  them.  How  to  have  as  many  and  as 
definite  rules  as  possible  to  cover  the  ordinary  routine 
of  public  business  is  therefore  a  problem  confronted  by 
all  nations,  and  it  is  solved  by  the  negotiation  of 
treaties.  These  are  of  two  kinds,  those  to  which  many 
nations  are  parties,  and  those  to  which  only  two  nations 
are  parties.  The  former  are  really  parts  of  international 
law,  but  the  two-party  treaties  are  not  of  that  charac- 
ter, though  they  are  law  for  the  countries  which  make 
the  agreements.  These  are  made  on  any  subject  upon 
which  two  nations  find  it  useful  or  desirable  to  have  an 
agreement  or  a  contract  or  even  an  understanding.  They 
are  negotiated  upon  all  sorts  of  subjects,  but  most  of 
them  relate  to  the  intercourse  between  countries,  being 
intended  to  make  communications  or  business  with  each 
other  easier.  Commercial  relations,  the  rights  of  consuls 
and  their  privileges,  naturalization,  emigration,  and 
extradition  are  the  principal  subjects  of  such  treaties, 
though  most  geographical  boundaries  are  determined 
by  treaty.  There  are  so  many  of  these  treaties  in  the 
world  that  it  would  take  over  one  hundred  thousand 
pages  to  print  them  all,  and  the  characteristic  of  all  of 


GRADE   VIH:   WORLD   FAMILY        365 

them  is  that  they  constitute  agreements  on  anything 
upon  which  the  parties  desire  to  agree. 

Most  of  the  treaties  are  simple,  even  if  the  questions 
with  which  they  deal  are  themselves  complicated.  Often 
controversies  that  have  been  discussed  in  dispatches 
hundreds  of  pages  long  are  settled  by  treaties  as  easy  to 
understand  as  a  nursery  rhyme.  All  really  good  treaties 
are  simple,  for,  if  they  cannot  be  understood,  the  diplo- 
mats know  that  something  may  occur  that  will  cause  a 
dispute  over  them,  and  this  they  always  try  to  avoid. 

Since  the  United  States  began  as  a  nation,  over  six 
hundred  and  fifty  different  treaties  have  been  made. 
One  of  the  most  important  treaties  made  by  this  nation 
is  that  with  Great  Britain,  which  established  an  unforti- 
fied boundary  of  over  three  thousand  miles  between  the 
two  countries,  the  United  States  and  Canada.  This 
treaty  has  been  kept  for  a  hundred  years  and  offers  to 
the  world  a  practical  example  of  disarmament  between 
two  great  nations. 

Nations  have  not  always  kept  their  treaties.  The 
breach  of  a  plain  treaty  shattered  the  fabric  of  public 
law  in  Europe.  A  "scrap  of  paper  "  has  become  a  syno- 
nym for  the  repudiation  of  treaty  obhgations. 

The  safety  of  each  nation,  however,  and  the  world's 
security  depend  on  the  acceptance  of  the  treaty  as  a 
sacred  bond.  The  problem  of  good  faith  in  international 
affairs  is  a  common  one,  and  it  depends  partly  on  a 
general  raising  of  the  level  of  international  morality, 
partly  on  the  reform  of  diplomatic  procedure,  and  partly 
on  the  provision  of  external  sanctions  against  treaty- 
breaking. 


866  A  COURSE  IN  CITIZENSHIP 

Suggestions  for  study 

What  do  arbitration  treaties  accomplish?  What  inter- 
national disputes  are  settled  by  arbitration?  What 
disputes  are  not?  Do  the  exceptions  make  much  dif- 
ference if  countries  desire  to  settle  the  dispute?  Do 
arbitration  treaties  help  nations  to  keep  friendly? 
What  are  agreements  between  nations  called?  On 
what  subjects  do  nations  make  agreements?  Why 
should  treaties  be  easily  understood?  How  many 
treaties  has  the  United  States  made?  Why  do  they 
cease  to  exist  in  some  cases?  What  is  an  Arbitration 
Treaty?  What  questions  are  usually  excepted  from 
arbitration?  Do  you  think  such  questions  should  be 
excepted?  How  did  the  General  Arbitration  Treaties 
prepared  by  President  Taft  with  Great  Britain  and 
France  differ  from  other  Arbitration  Treaties? 

For  references  on  arbitration,  read  International  Arbitra- 
tion, Robert  C.  Morris  (Yale  University  Press).  The 
New  Peace  Movement^  pp.  151-64,  William  I.  Hull 
(World  Peace  Foundation). 

For  references  on  treaties,  read  The  Practice  of  Diplo- 
macy, chaps,  xii-xvi;  chaps,  xvii-xviii,  "Arbitration 
and  its  Procedure,"  and  "International  Claims," 
John  W.  Foster  (Houghton  Mifflin  Co.). 

"Disarmament  on  the  Great  Lakes,"  address  of  Charles 
Henry  Butler  at  the  Mohonk  Conference  on  Inter- 
national Arbitration,  May  18,  1910  (World  Peace 
Foundation). 

Principles  of  American  Diplomacy  John  Bassett  Moore. 
Harper  &  Brothers,  New  York. 


GRADE  VIII:   WORLD   FAMILY        367 

MAY:  WORLD  CONFERENCES 
LEADING  TO  WORLD  FEDERATION 

ODE  SUNG  AT  THE  OPENING  OF  THE 
INTERNATIONAL  EXHIBITION 

ALFRED  TENNYSON 

Uplift  a  thousand  voices  full  and  sweet. 

In  this  wide  hall  with  earth's  invention  stored. 
And  praise  th'  invisible  universal  Lord, 

Who  lets  once  more  in  peace  the  nations  meet, 
Where  Science,  Art,  and  Labor  have  outpour'd 

Their  myriad  horns  of  plenty  at  our  feet. 

All  nations  have  problems  of  common  interest.  Men 
from  almost  every  country  have  met  together  in  Inter- 
national Conferences  and  Congresses  to  discuss  the  pub- 
lic business  of  the  world.  Some  of  the  most  prominent 
of  these  gatherings  have  been  the  great  medical  con- 
gresses, in  which  the  science  of  the  world  has  been 
assembled  to  devise  means  for  the  control  and  preven- 
tion of  disease;  those  of  appHed  chemistry,  which  have 
rendered  great  service  to  many  lands  in  securing  pure 
food  by  regulation  of  traflfic  in  foodstuffs;  not  to  dwell 
on  the  periodic  congresses  of  hygiene,  alcohol,  opium, 
agriculture,  education,  government,  finance,  moral 
training,  pure  science,  geology,  zoology,  and  the  races 
of  men.  All  this  shows  the  necessity  of  a  closer  union 
between  nations.  This  has  been  recognized  in  almost 
all  the  countries,  and  a  League  of  Nations  has  been  put 
forward  as  a  world  program  after  the  war. 

On  the  eighteenth  of  May,  1899,  an  event  took  place 


368  A   COURSE   IN   CITIZENSHIP 

which  will  always  stand  out  as  a  landmark  in  the  his- 
tory of  mankind.  Unlike  most  of  the  world  happenings, 
this  occurrence  affects  equally  every  civilized  nation  on 
the  globe.  The  anniversary  of  this  event  has  been  ob- 
served in  many  countries  and  stands  for  many  people  as 
a  symbol  of  law  and  order  among  nations. 

In  August,  1898,  people  all  over  the  world  were  sur- 
prised by  a  letter  which  the  Czar  addressed  to  the  na- 
tions represented  at  the  Russian  Court.  This  letter  was 
an  invitation  to  send  delegates  to  a  meeting  for  the  pur- 
pose of  considering  what  could  be  done  to  keep  nations 
from  going  to  war  with  each  other.  The  Czar  stated 
in  his  letter  that,  for  the  best  welfare  of  the  world,  the 
nations  ought  to  restrict  themselves  in  the  spending  of 
such  enormous  sums  of  money  for  armies  and  navies. 
This  invitation  to  attend  a  peace  conference  met  with 
unanimous  response. 

On  account  of  the  unique  nature  of  the  Conference, 
it  was  thought  best  not  to  hold  it  in  the  capital  of  any 
of  the  Great  Powers,  the  historical  centers  of  political 
rivalries.  Holland  was  selected  as  the  country  best 
adapted  for  such  a  meeting.  The  Queen,  who  was  then 
only  eighteen  years  old,  to  show  her  appreciation  of  the 
honor  conferred  on  her  country  and  of  the  deep  meaning 
of  the  Conference,  which  is  technically  called  the  First 
Hague  Conference,  placed  at  its  disposal  one  of  the  most 
beautiful  buildings  in  the  land,  the  widely  famed  House 
in  the  Woods. 

Three  main  topics  had  been  proposed  for  discussion, 
and  these  were  assigned  to  three  large  committees.  The 
first  considered  the  question  of  armaments.  Though 
the  Conference  had  been  called  chiefly  to  consider  how 
the  nations  might  be  relieved  from  spending  such  vast 


GRADE   VIII:   WORLD   FAMILY        369 

sums  of  money  for  their  armies  and  navies,  the  committee 
which  had  this  matter  in  charge  found  that  the  time  had 
not  yet  come  for  deciding  this  burning  question.  The 
nations,  they  thought,  must  first  agree  on  some  plan  to 
prevent  war  before  they  could  be  induced  to  give  up 
their  implements  of  war.  The  committee,  therefore, 
came  to  no  positive  agreement.  They  unanimously  ex- 
pressed the  belief,  however,  that  the  restriction  of  arma- 
ments would  be  a  blessing  to  mankind.  This  was  greatly 
to  be  desired,  they  said.  They  also  expressed  the  hope 
that  the  Governments  would  study  the  question,  so  that 
they  might  come  to  some  future  agreement.  The  second 
committee,  that  on  the  laws  of  war,  proposed  new  rules 
which  tend  to  make  war  less  terrible  than  heretofore. 
The  third  committee,  that  on  arbitration,  worked  on  a 
practical  plan  for  settling  disputes.  The  propositions  of 
these  three  committees  were  presented  to  the  Confer- 
ence, and  after  long  and  careful  discussion  it  adopted 
the  famous  three  Conventions :  1,  for  the  peaceful  adjust- 
ment of  international  differences;  2,  regarding  the  laws 
and  customs  of  war  on  land;  3,  for  the  adaptation  to 
maritime  warfare  of  the  principles  of  the  Geneva  Con- 
vention. The  Conference  embodied  the  decision  of  the 
first  committee  in  a  Resolution. 

The  Powers  represented  at  The  Hague  agreed  that  if 
a  dispute,  serious  enough  to  cause  war,  arises  between 
two  or  more  of  them,  they  would,  as  far  as  possible,  call 
in  another  nation  or  nations  to  view  the  matter  with 
them  in  an  impartial  light  and  thus  try  to  bring  about  a 
friendly  settlement.  Or  one  or  more  Powers,  strangers 
to  the  dispute,  may  of  their  own  free  will  offer  their 
assistance.  The  nations  also  agreed  that  even  during 
hostihties  Powers  strangers  to  the  dispute  might  offer 


S70  A   COURSE  IN   CITIZENSHIP 

their  services,  and  that  this  offer  can  never  be  regarded 
as  an  unfriendly  act. 

Only  six  years  after  the  Conference  adjourned,  this 
provision  enabled  the  President  of  the  United  States, 
during  the  Russian- Japanese  War,  to  invite  Russia  and 
Japan  to  send  delegates  to  a  meeting  to  discuss  the 
terms  of  peace.  During  this  conference,  held  in  Ports- 
mouth, New  Hampshire,  and  which  ended  in  the  Peace 
of  Portsmouth,  the  peoples  of  the  world  looked  on  with 
interest  and  sympathy,  and  it  was  the  common  hope 
that  the  delegates  would  work  out  satisfactory  terms  of 
peace. 

The  second  part  of  the  plan,  which  the  Committee 
on  Arbitration  adopted,  stated  that  a  useful  method  of 
settling  a  dispute  which  has  arisen  between  nations 
might  be  to  appoint  a  committee  composed  of  men  from 
other  countries  to  inquire  into  the  disputed  case  and  to 
present  the  facts  to  both  parties.  Such  committees  were 
called  "International  Commissions  of  Inquiry."  For  a 
long  time  the  delegates  discussed  this  matter.  The  act 
was  finally,  approved,  however,  although  it  was  stated 
that  those  cases  which  concerned  the  honor  or  essential 
interests  of  a  nation  would  not  be  considered  as  coming 
under  this  rule. 

This  provision  enabled  the  Powers  of  Great  Britain 
and  Russia  to  settle  speedily  and  peacefully  a  grave 
dispute  which  had  arisen  between  them.  When,  during 
the  Russian-Japanese  War,  the  Russian  fleet  fired  on 
some  British  fishing  vessels,  there  was  great  excitement 
in  England.  Under  the  rule  of  inquiry  adopted  at  The 
Hague,  an  investigating  committee  of  inquiry  was  ap- 
pointed, and  the  facts  proved  that  the  Russian  ship  had 
mistaken  the  British  fishing  vessels  for  the  Japanese 
fleet.  This  was  called  the  "  Dogger  Bank  Affair." 


GRADE   VIII:   WORLD   FAMILY        S71 

But  the  greatest  success  of  the  Committee  on  Arbi- 
tration, and,  indeed,  of  the  First  Hague  Conference,  was 
the  establishment  of  a  court  which  acts  as  an  umpire  or 
arbiter.  It  is  called  The  Hague  Court  of  Arbitration. 
This  Court  has  well  proved  its  worth,  for  since  it  was 
opened  in  April,  1901,  fifteen  important  cases  of  inter- 
national controversy,  representing  nearly  every  great 
nation  of  the  world,  have  been  settled  by  its  judges.  The 
American  people  like  to  remember  that  the  United 
States  was  the  first  nation  to  record  its  faith  in  the 
Hague  Court,  by  proposing  that  the  Pious  Fund  con- 
troversy be  taken  there  for  settlement. 

The  headquarters  of  the  International  Court  of  Arbi- 
tration is  in  the  Palace  of  Peace,  a  beautiful  building 
situated  on  the  avenue  leading  from  The  Hague  to 
Scheveningen.  An  American  citizen  gave  the  Nether- 
lands Government  the  sum  of  $1,500,000  toward  its 
erection  and  maintenance,  while  nearly  every  country 
has  contributed  to  its  adornment. 

The  results  of  the  First  Hague  Conference  are  far 
greater  than  the  world  ever  dreamed  of,  and  j>erhap>s 
the  greatest  result  of  all  was  the  calling  of  the  Second 
Hague  Conference,  which  included  representatives  from 
practically  all  the  nations  of  the  world. 

Fourteen  Conventions  were  agreed  upon  by  this 
Conference.  The  delegates  endorsed  and  strengthened 
the  plan  for  good  offices  and  mediation.  International 
Commissions  of  Inquiry,  and  an  International  Court  of 
Arbitration. 

Our  American  delegates  in  the  Second  Hague  Confer- 
ence urged  very  strongly  the  establishment  of  a  perma- 
nent International  Court  of  Justice,  which  should  be  to 
the  nations  of  the  world  what  our  Supreme  Court  is  to 


372  A   COURSE  IN   CITIZENSHIP 

the  States  of  the  United  States.  A  plan  was  drawn  up 
which  might  develop  into  an  international  court  of  jus- 
tice, but  was  finally  rejected  because  the  delegates  could 
not  agree  upon  the  method  of  selecting  judges.  It  was 
decided,  however,  that  this  Court  of  Arbitral  Justice,  as 
it  was  called,  could  be  set  up  at  any  time,  whenever  the 
nations  should  come  to  an  agreement  on  the  selection  of 
judges. 

The  Second  Hague  Conference  rendered  a  great  serv- 
ice to  the  world  by  its  vote  in  favor  of  holding  regular 
conferences.  It  was  Secretary  Root  who  first  proposed 
that  the  Second  Conference  should  arrange  for  the  hold- 
ing of  regular  ones  in  the  future,  and  as  the  vote  was 
passed,  a  Third  Peace  Conference  was  to  have  con- 
vened in  the  summer  of  1915.  The  war  made  this 
impossible. 

To-day,  in  the  midst  of  this  gigantic  war,  embracing 
the  greater  part  of  civilized  mankind,  the  statesmen  of 
the  world  are  more  than  ever  convinced  that  the  hope 
of  civilization  lies  in  the  progressive  development  of  the 
principle  of  arbitration,  conciliation  and  judicial  settle- 
ment. The  Third  Hague  Conference,  which  should  be 
called  soon  after  peace  is  declared,  should  reaffirm  the 
adherence  of  the  Powers  to  the  International  Court  of 
Arbitration,  and  should  provide  for  the  establishment 
of  an  International  Court  of  Justice,  an  International 
Council  of  Conciliation,  a  Permanent  International  Con- 
ference, and  a  Permanent  Continuation  Committee. 

Suggestions  for  study 

Show  how  the  people  of  the  world  meet  in  congresses. 
For  what  purposes?  What  is  the  benefit  and  signifi- 
cance of  private  international  congresses?    What 


GRADE   VIII:   WORLD   FAMILY        373 

made  the  Hague  Conferences  possible?  Who  called 
the  first  one?  Where  was  it  held?  Why?  When  and 
why  is  its  anniversary  celebrated?  What  did  it  do  for 
peace?  For  war?  How  did  it  reduce  the  possibility 
of  war?  What  was  the  Dogger  Bank  affair?  What 
nations  were  the  first  to  arbitrate  at  The  Hague? 
When  did  the  Second  Conference  meet?  What  peace 
problem  did  it  study?  What  was  the  result?  What 
provision  exists  for  other  such  meetings?  What  is  the 
Hague  Tribunal?  What  is  the  difference  between 
this  tribunal  and  the  proposed  Court  of  Arbitral 
Justice? 
Read: 

The   Two  Hague  ConferenceSy  William   I.  Hull. 

World  Peace  Foundation. 
A  Call  to  Patriotic  Service,  Fannie  Fern  Andrews. 

American  School  Peace  League,  Boston. 
Diplomatic    Memoirs,    vol.    ii,    chaps,    xxxvii- 
XXXVIII,  John  W.  Foster.  Houghton  Mifflin  Co. 
The  Existing  Elements  of  a  Constitution  of  the 
World,  Henri  La  Fontaine.  American  Associa- 
tion for  International  Conciliation. 
Swords   and   Ploughshares,   Lucia   Ames   Mead. 

G.  P.  Putnam's  Sons. 
The  First  Hague  Conference,  Andrew  D.  White. 

World  Peace  Foundation. 
The  Two  Hague  Conferences,  Joseph  H.  Choate. 

Princeton  University  Press. 
The  Significance  of  the  Eighteenth  of  May.    U.S. 
Bureau  of  Education,  Bulletin  no.  8  (1912). 


374  A  COURSE  IN   CITIZENSHIP 

JUNE:  HOW  CAN  WE  BE  OF  SERVICE 
IN  THE  WORLD  FAMILY 

THE  BOY  COLUMBUS  1 

ANONYMOUS 

**'T  is  a  wonderful  story/*  I  hear  you  say, 

"How  he  struggled  and  worked  and  plead  and  prayed. 

And  faced  every  danger  undismayed, 

With  a  will  that  would  neither  break  nor  bend. 

And  discovered  a  new  world  in  the  end  — 

But  what  does  it  teach  to  a  boy  of  to-day? 

All  the  worlds  are  discovered,  you  know,  of  course, 

All  the  rivers  are  traced  to  their  utmost  source: 

There  is  nothing  left  for  a  boy  to  find. 

If  he  had  ever  so  much  a  mind 

To  become  a  discoverer  famous; 
And  if  we  'd  much  rather  read  a  book 
About  someone  else,  and  the  risks  he  took. 

Why  nobody,  surely,  can  blame  us." 

So  you  think  all  the  worlds  are  discovered  now; 
All  the  lands  have  been  charted  and  sailed  about. 
Their  mountains  climbed,  their  secrets  found  out; 
All  the  seas  have  been  sailed,  and  their  currents  known — 
To  the  uttermost  isles  the  winds  have  blown 
They  have  carried  a  venturing  prow? 
Yet  there  lie  all  about  us  new  worlds,  everywhere. 
That  await  their  discoverer's  footfall;  spread  fair 
Are  electrical  worlds  that  no  eye  has  yet  seen. 
And  mechanical  worlds  that  lie  hidden  serene 
And  await  their  Columbus  securely. 

»  From  Manttal  of  Patriotiam,  compiled  by  Charles  R.  Skinner.  New  York  State 
Education  Department. 


GRADE  Vni:  WORLD  FAMILY         375 

There  are  new  worlds  in  Science  and  new  worlds  in  Art, 
And  the  boy  who  will  work  with  his  head  and  his  heart 
Will  discover  his  new  world  surely. 

This  topic  is  intended  to  bring  the  pupils  into  direct 
relation  to  the  democratic  movement  by  showing  what 
they  can  do  to  help  in  the  broader  sphere  of  world  rela- 
tionships. The  child  will  readily  see  that  being  a  mem- 
ber of  a  family,  a  school,  town,  state,  nation,  and  the 
world,  he  is  a  citizen,  and  therefore  has  functions  to  per- 
form in  all  these  relations.  These  obKgations  make  up 
the  sum  total  of  citizenship  which  it  is  everybody's 
privilege  to  enjoy.  In  performing  his  duties  well  in  any 
one  of  these  ways,  he  becomes  a  better  citizen  in  all 
other  respects.  As  family  devotion  is  one  of  the  most 
essential  characteristics  of  the  members  of  a  great 
country,  so  service  which  exalts  a  nation  is  a  contribut- 
ing factor  to  worid  progress.  Thus,  patriotic  devotion  to 
one's  country  means  loyalty  to  the  great  principles  of 
humanity.  Those  who  seek  to  build  up  liberty  in 
America  are  promoting  liberty  in  the  worid. 

The  child  should  be  shown  also  that  just  as  he  has 
duties  in  the  smaller  community,  his  nation  has  duties 
and  privileges  and  responsibilities  in  the  family  of 
nations.  He  should  be  shown  that  the  wills  of  the  citi- 
zens and  their  ideals  determine  the  attitude  of  his  own 
nation  toward  its  sister  nations,  and  that  by  his  doing 
what  he  can  toward  bringing  the  worid  into  a  union  of 
free,  equal,  cooperating  nations,  he  is  not  only  working 
to  the  great  advantage  of  his  own  country,  but  also  to 
the  advantage  of  the  family  of  nations,  who  must  ad- 
vance together  toward  the  desired  end  of  a  fuller  life, 
actuated  by  the  principles  of  justice.   Finally,  it  should 


376  A  COURSE  m   CITIZENSHIP 

be  pointed  out  that  by  its  history  and  tradition  the 
United  States  has  a  peculiar  mission  to  perform  in 
becoming  the  leader  in  this  advancement  of  world 
civilization. 

Suggestions  for  study 

Describe  a  good  citizen  under  any  flag.  What  would  he 
do  in  his  home?  In  his  school?  In  his  community? 
For  his  nation?  To  promote  a  world-wide  spirit  of 
democracy? 

1.  Universal  education.  —  Education  should  be  pro- 
vided for  every  boy  and  girl  in  the  world,  that  they 
may  become  intelligent  and  capable  and  helpful  citi- 
zens. Boys  and  girls  can  help  to  realize  this  world 
ideal  by  respect  for  school,  by  taking  advantage  of 
higher  educational  opportunities,  and  by  helping 
others  to  be  interested  in,  and  to  secure  an  educa- 
tion. Study  Lincoln's  desire  for  an  education;  Helen 
Keller's  efforts  to  go  through  college;  the  eagerness  to 
learn  shown  by  the  Japanese  and  the  Jews.  Head 
Mary  Antin's  The  Promised  Land  (Houghton, 
Mifflin  Co.).  What  new  opportunities  are  there  for 
vocational  education;  for  knowing  about  farming? 
How  and  why  does  the  United  States  Government 
help  education?  In  the  evening  schools  are  many 
foreign-speaking  people  learning  English.  How  can 
you  help  them? 

Reading  for  the  teacher 

The  Evolution  of  a  Democratic  School  System^  Charles 

H.  Judd.  Houghton  Mifflin  Co. 
A  Textbook  in  the  History  of  Education,   Paul  Mon- 
roe. The  Macnaillan  Co. 


GRADE   VIH:   WORLD   FAMILY         377 

The  Educative  Process,  William  C.  Bagley.  The  Mac- 
millan  Co.  (Chap,  ii,  "The  Function  of  the 
School";  chap,  iii,  "The  Ethical  End  of  Edu- 
cation"; chap.  XIV,  "The  Development  of 
Ideals.") 
Self-government.  —  Government  by  the  people  has 
proved  to  be  the  most  efficient  and  progressive  form 
of  government.  To  make  and  execute  laws  which 
will  compel  the  energies  of  the  peoples  to  bend  every 
material  and  physical  force  to  the  use  and  comfort  of 
mankind  is  the  problem  of  a  self-governed  world. 
How  can  our  children  help.^  By  respecting  the  laws 
which  govern  them  —  by  performing  some  definite 
service,  perhaps  through  a  civic  club  —  by  studying 
the  problems  of  public  health  and  the  combined 
efforts  of  the  nations  to  rid  the  earth  of  disease.  To 
what  extent  does  self-government  exist  throughout 
the  world?  How  is  our  own  country  governed?  Are 
there  any  Civic  Leagues  in  your  town?  Can  you  join 
them?  Write  to  the  Women's  Municipal  League, 
25  Huntington  Avenue,  Boston,  to  learn  what  the 
Junior  Leagues  do  to  help  the  city.  Write  to  the 
United  States  Bureau  of  Education  at  Washington  to 
learn  of  garden  work.  What  great  foreigners  have 
contributed  to  the  health  of  our  country?  Read 
about  the  work  of  Louis  Pasteur  in  his  Life,  by 
Vallery  Radot;  of  Noguchi,  a  remarkable  Japan- 
ese scientist,  in  the  Rockefeller  Institute;  of  Paul 
Erlich,  the  greatest  living  expert  in  medical  science. 
How  were  Walter  Reed  in  Cuba  and  Colonel  Gor- 
gas  at  Panama  able  to  improve  the  health  con- 
ditions? 


378  A   COURSE   IN   CITIZENSHIP 

Read: 

Walter  Reed  and  Yellow  Fever,  Howard  A. 

Kelly.  McClure,  Phillips  &  Co. 
Civil  Government  in  the  United  States,  John 

Fiske.  Houghton  Miffin  Co. 
Preparing  for  Citizenship,  and  Government  and 
Politics  in  the  United  States,  W.  B.  Guitteau. 
Houghton  Mifflin  Co. 
How  We  are  Governed,  Anna  L.  Dawes.   Ginn 

&Co. 
School  Civics,  F.  D.  Boynton.  Ginn  &  Co. 
S.  World  hospitality.  —  Justice  and  friendship  should 
become  a  part  of  the  world  life,  so  that  peoples  of 
any  race  or  nationality  may  be  able  to  find  protec- 
tion wherever  they  wish  to  make  their  homes.  The 
League  of  Nations  will  provide  for  this.  How  may 
boys  and  girls  help  to  establish  hospitality  in  their 
own  country?  By  cultivating  the  habit  of  acting 
justly  and  in  a  friendly  spirit;  by  respecting  the  dif- 
ferent races  and  nationalities  in  their  midst;  by 
studying  the  marvelous  things  already  accomplished 
by  the  peoples  working  together;  by  coming  into  per- 
sonal contact  with  children  of  other  lands,  either  by 
story-reading  or  by  correspondence. 
Read: 

The  Friendship  of  Nations,  Lucile  Gulliver. 

Ginn  &  Co. 
Hans  Brinker,   or  the   Silver   Skates,   Mary 

Mapes  Dodge.  Century  Co. 
Eddi,  Johanna  Spyri,  Everyman's  Library, 

E.  P.  Dutton  &  Co. 
Little    People    Everywhere    Series,    Little, 
Brown  &  Co. 


GRADE   Vni:   WORLD   FAMILY         379 

The  Little  Cousin  Series,  Mary  H.  Wade.  L. 

C.  Page  &  Co. 
The   World   and   its   People   Series.     Silver, 

Burdett  &  Co. 
(The  later  volumes  in  these  series  are  appro- 
priate for  the  eighth  grade.) 
,  Fraternal  union.  —  The  crowning  worid  ideal  is  a 
union  between  all  the  members  of  the  family  of 
nations,  where  law  and  justice  rule  in  place  of  force 
and  warfare,  in  which  the  smallest  and  largest  nation 
shall  be  on  the  same  terms  of  equality  before  the  law 
of  nations.  How  can  we  help  to  bring  about  this 
greatest  of  all  political  triumphs?  By  realizing  the 
great  benefits  we  have  received  through  the  union  of 
our  forty-eight  States  under  the  American  Constitu- 
tion; by  holding  firm  to  the  principles  of  our  fore- 
fathers in  establishing  peace  and  justice;  by  realizing 
that  international  federation  is  truly  an  American 
ideal,  that  our  greatest  statesmen  have  championed 
it  and  that  the  worid  looks  to  us  to  lead  in  the  realiza- 
tion of  this  ideal. 

In  what  ways  does  the  Federation  of  the  States  of 
[our  Union  prefigure  the  Federation  of  the  Worid? 
In  answering,  think  of  the  duties  and  powers  of  our 
National  Congress  and  our  Supreme  Court  in  com- 
parison with  the  duties  and  powers  of  an  Interna- 
tional Congress  and  an  International  Court. 

Our  population  is  made  up  of  people  from  many 
other  nations.  What  advantage  does  this  fact  give 
the  United  States  in  its  international  relations? 

In  what  other  ways  has  the  United  States  an 
advantage  over  the  Great  Powers  of  Europe  in 


380  A   COURSE   IN  CITIZENSHIP 

taking  a  firm  stand  for  the  advancement  of  interna- 
tional justice? 

Reading  for  the  teacher 

World  Organization,  Raymond  L.  Bridgman.  World 
Peace  Foundation. 

The  Mission  of  the  United  States  in  the  Cause  of  Peace, 
Justice  David  J.  Brewer.  World  Peace  Founda- 
tion pamphlet. 

The  Rebuilding  of  Europe,  David  Jayne  Hill.  The 
Century  Co. 

The  Friendship  of  Nations,  Lucile  Gulliver.  Ginn  & 
Co. 


INDEX 


Above  All  Nations  is  Humanity,  337-41. 
Address,  Bailey,  354;  Wibon,  311. 
Advertising  Goodness,  Lee,  240. 
Agreement  between  Nations,  362-65. 
Aiiten,  John,  134. 
Alcott,  Louisa  M.,  66,  260, 
Alfred  the  Great,  66. 
All  the  Year  Round,  119. 
Allison,  Joy,  31,  91,  102. 
America  the  Beautiful,  Bates,  263. 
America  Triumphant,  Holmes,  187. 
American  Book  of    Golden    Deeds,    An, 

Baldwin,  133,  144,  186,  189,  190,  211, 

216,  228,  234.  272,  341. 
American  Ideals,  227,  228,  230-81,  284, 

822-25. 
American  School  Peace  League,  285,  358, 

362. 
American  World  Policies,  Weyl,  319. 
Amicis,  Edmondo  de,  252. 
Ancient  Mariner,  The,  Coleridge.  178. 
Andersen,  Hans  Christian,  18,  27. 
Andrews,  Fannie  Fern,  282-380.  299,  321. 
Antin,  Mary,  171,  195,  198,  306,  376. 
Arbitration,  362-66,  369-73. 
Army  of  Peace,  The,  Dole,  229. 
Arthur,  King,  and  his  Sword,  66. 
Asolando,  Browning,  241. 
At  Your  Service,  Braley,  244. 
Aurelius,  Marcus,  20. 
Authority,  respect  for,  21,  102,  159.   See 

alto  Obedience  to  Community  Laws. 
Avoiding    Quarrels,    40-43.      See    alto 

Peace  among  the  Children. 

Babbitt,  Ellen  C,  10,  22,  54,  59,  75,  105. 
Balaklaya,  355. 

Balaustion's  Adventure,  Browning,  104. 
Baldwin,  James,  91,  95,  133,    144,    186, 

189,  190,  211,  216,  228,  234,  243,  247, 

259,  272,  286,  341. 
Ballad  of  East  and  West,  The,  Kipling, 

327. 
Barbauld,  Mrs.,  134. 
Barrett,  John,  300,  302,  303,  304. 
Barton,  Clara,  xviii,  94, 190,  207, 209,  210, 

216,  217,  271,  340. 
Bates,  Katharine  Lee,  263. 
Beauty  Requires    Thoughtfulness,  Coe, 

265. 
Bible,  The,  65,  81,  87,  88,  105,  177,  243, 

251,  341. 
Birkenhead,  The  Disaster  of  the,  3,  5. 
Bits  of  Talk  about  Home  Matters,  Jack- 
son, 236. 
Blake,  William,  4,  8,  10,  49. 
Blind,  Dr.  Howe  and  the,  212. 
Bloomfield,  Meyer,  157. 


Board  of  Health  Story,  A,  Hill,  166. 

Bolivar,  Simon,  302,  303. 

Boston,  Emerson,  205. 

Boxer,  Indemnity  Fund,  310,  350,  354. 

Boy  Columbus,  The,  374. 

Boy  Scouts,  91,  161,  162-164,  208. 

Bradford,  William,  294. 

Braley,  Berton,  244. 

Brotherhood,  Human,  319,  320,  338,  378. 

Brothers  McLean,  175. 

Browning,  EUzabeth  B.,  62,  65,  102. 

Browning,  Robert,  32,  45,  68,  104,  105, 

177,  193,  241. 
Bryce,  James,  317. 

Building  of  the  Ship,  Longfellow,  322. 
Bunyan,  John,  116. 
Burbank,  Luther,  94. 
Bums,  Robert,  130,  170. 
Burroughs,  John,  72. 

Cable  Hymn,  Whittier,  307. 

Cabot,  Ella  Lyman,  86-127,  90,  95,  99, 

103,  125,  178,  185-229,   196,  207,  208, 

215,  216,  221,  223,  224,  239,  248,  278. 
Cabot,  Ethel,  41 . 
Call,  The,  I^eonard,  169. 
Camp-Fire  Girls,  161. 
Camp  School  Song,  Trowbridge,  174. 
Canada,  313,  315,  365. 
Care  of  Health,  12,  13,  149. 
Carlyle,  Thomas,  268. 
Carols,  Old,  18. 

Gary,  Phoebe,  4,  22,  32,  77,  103,  120. 
Casa  Guidi  Windows,  Browning,  65. 
Celestial  Surgeon,  the,  Stevenson,  58. 
Centennial     Meditation    of     Columbia, 

Lanier,  193. 
Champlain,  Samuel  de,  294. 
Charity,  Board  of,  150,  153. 
Charies  I,  294. 
Cheerfulness,  114-18. 
Child  and  the  Year,  The,  Thaxter,  206. 
Child's  Garden  of  Verses,  A,  Stevenson, 

4,  35,  63. 
Childhood  of  George  Washington,  The, 

66. 
Childhood  of  Great  Men,  65-67. 
Children's  Hour,  The,  Tappan,  144,  190. 
China,  309,  310,  311,  333,  334,  350,  351. 

353. 
Christabel,  Coleridge,  40. 
Christian  Year,  The,  Keble,  35. 
Christmas,  16-20. 
Christmas,  Hilda's,  Lane,  19. 
Christmas  in  Olden   Times,  Walker,  17. 
Christmas    Tree,    The    Legend    of   the, 

Wheelock,  101. 
Civic  Beauty,  147,  263-66. 


mDEX 


Civic  League,  142,  143,  161,  208,  377. 
Civic  Life,  129,  130,  374. 
Civic  Reader  for  New  Americans,  Bloom- 
field,  157. 
Civic  service,  132. 
Civics,  XX. 
Cleanliness,   Responsibility   for,    12-16; 

importance  of,  149-50. 
Clough,  Arthur  Hugh,  43,  242,  243. 
Coe,  Fanny  E.,  94,  95,  99,  105,  125,  186, 

228,  230-81,  265,  272,  336. 
Coleridge,  Samuel  Taylor,  40, 66, 81, 178, 

297. 
Columbus,  93,  94,  190,  290. 
Columbus,  Lowell,  93. 
Compass,  The,  335. 
Conquest,  spirit  of,  290. 
Constancy,  Herbert,  238. 
Contribution  of  Each  Race  to  American 

Life,  The,  193-97. 
Cosmopolitan  Club,  318. 
Cotter  8  Saturday  Night,    The,    Bums, 

130, 
Courage,   32,    80,    116,   228,   231,   240, 

271. 
Courage  to  overcome  DiflSculties,  241- 

46. 
Court  Lady,  A,  Browning,  62. 
Courtesy,  35-39,  68,   69,  64,   103,  164, 


Cromwell,  Oliver,  294. 
Cuba,  339,  340,  351,  352,  363. 
Cunningham,  Alison,  66. 
Cutter,  George  W.,  204. 

Darwin,  Charles,  94,  268. 

Davenport,  John,  294. 

Day  with  a  Courteous  Mother,  Jackson, 

236. 
De  Constant,  d'Estournelles,  291. 
Deeds  of  Kindness,  Sargent,  4. 
Dejection,  Coleridge,  81. 
Democracy,  337. 

Difficulty,  overcoming,  227,  241-46. 
Discontented  Squirrel,  The,  Cabot,  41. 
Discovery,  motives  of,  289,  290. 
Divine  Image,  The,  Blake,  8. 
Dog  of  Helvellyn,  The,  McSkimmon,  26. 
Dole,  Charles  F.,  133,  138,  144,  146,  161, 

165,  166.  187,  220,  229. 
Dreier,  Thomas,  244,  278. 
Dust  under  the  Rug,  Lindsay,  22,  111. 
Duty,  William  Wordsworth,  154. 

E  Pluribus  Unum,  202-05. 

E  Pluribus  Unum,  Cutter,  204. 

Each  and  All,  Emerson,  276. 

Each  Nation's  Contribution  to  the  World, 

332-36. 
Ecclesiasticus,  210. 
Edison,  Thomas,  93,  94. 
Education,  137-41,  324,  376. 
Effects  of  War,  354-58. 
Egan,  Maurice  F.,  28. 
Eighteenth  of  May,  Significance  of,  321, 

867,  368. 


Electricity,  335. 

Elegy  on  the  Death  of  Dr.  Channinff. 

Lowell,  202. 
Emerson,  Ralph  Waldo,  32,  47,  203,  205, 

215,  228,  246,  247,  276. 
English  Civil  War,  296. 
English  for  Foreigners,  O'Brien,  4,  182, 

187,  200,  205. 
English  influence  on  America,  288,  316. 
Epilogue  to  Asolando,  Browning,  241. 
Erlich,  Paul,  377. 
Ethical  training,  xz. 
Ethics  for  Children,  Cabot,  69,  90,  95, 

99,  103,  125,  186,  195,  196,  207,  215, 

221,  223,  224,  228,  239,  248,  278. 
European    Competition    for    American 

Colonies,  292. 
European  Interest  in  Spanish  America, 

300-04. 
Extradition  treaties,  361. 

Fair  Play,  104-08. 

Faithfulness,  20-26,  68-71.    See  also  Old 

Dog  Tray,  Q2. 
Fatherland,  The,  Lowell,  326. 
Federation,  International,  379. 
Finley,  John,  354. 
Fire  Department,  154-60. 
Fires,  how  children  can  help  prevent,  165; 

practical  advice  about,  156. 
First  Book  of  Stories  for  the  Story-Teller, 

Coe,  94,  105. 
First  Thanksgiving,  The,  McSkimmon, 

57. 
Five  Cents  a  Day,  Anon.,  269. 
Five  Little  Chickens,  Anon.,  110. 
Flag,  reverence  for  the,  251,  252;  the 

American,  331. 
Fool's  Prayer,  The,  Sill,  65. 
Foreign  Children,  Stevenson,  4,  63. 
Foreign  lands  and  customs,  17, 22, 32, 62- 

64,  69,  100,  120. 
Foreigners,   63,   131,   171,   177,   194-97, 

286,  306-11,  333-36,  377. 
Forgiving  Indian,  The,  64. 
Fox,  George,  294,  295. 
France,  an  Ode,  Coleridge,  297. 
Franklin,  Benjamin,  66,  211,  268. 
Fraternal  union,  379. 
French  influence,  315. 
Friend,  A  Lost,  O'Reilly,  76. 
Friendship,  47,  76,  223,  224. 
Friendship,  Emerson,  47. 
Friendship  of  France,  The,  De  Constant, 

291. 
Friendship  of  Nations,  The,  Gulliver,  186, 

211,  216,  225,  317,  321,  347,  358,  878. 
Friendship  with  other  Nations,  223-27. 

Games,  Universal,  329. 

Garibaldi,  Giuseppi,  194,  195,  196. 

Generosity,  30-35. 

George  Nidiver,  Anon.,  32. 

German  influence  in  America,  287,  316, 

Gilder,  Richard  Watson,  318. 

Golden  Rule,  The,  81-85,  349. 


INDEX 


383 


Good  Manners,  Kindness  Shown  by,  85- 
39.  See  aho  Courtesy. 

Good  Samaritan,  The,  87. 

Good  Will  among  all  Classes  of  Qtizens, 
169-75;  among  all  Communities,  175- 
80. 

Good  Will  to  America,  lyenaga,  307. 

Good  Work,  109-13,  277,  278. 

Good  Work,  Ruskin,  267. 

Gorgas,  Colonel,  377. 

Government  by  the  People,  198-202. 

Gradatim,  Holland,  12. 

Granny's  Blackie,  Babbitt,  75. 

Gratitude,  58-62. 

Great  Americans,  27,  66,  94, 114,  170-71, 
178,  189-90,  194,  210-14,  216-19,  221, 
225,  231,  239,  242,  259-«0,  268-69,  271, 
293-97,  306,  310,  336,  344,  345,  350. 

Great  Frenchman,  A,  Cabot,  196. 

Great  Johnstown  Flood,  The,  Cabot,  178. 

Great  Men,  Childhood  of,  65-67;  Kind- 
ness of,  27-30. 

Great  Statesmen,  210,  211. 

Greek  influence,  286,  333. 

Grotius,  Hugo,  211,  349,  360,  362. 

Growth  of  Law,  359-62. 

Gulliver,  Lucile,  186,  211,  216,  225,  317, 
321,  347,  358,  378,  380. 

Hagedorn,  Hermann,  148. 
Hague  Conferences,  The,  368-73. 
Hague  Court,  The,  820,  821,  362,  871, 

372. 
Hale,  Nathan,  221. 
Halifax,  Lord,  227. 
Hamilton,  Alexander,  297,  299,  806. 
Hapgood,  Isabel  F.,  252. 
Hay,  John,  211,  224,  350. 
Hazard,  Bertha,  2,  9,  18,  21,  54,  193. 
Health,  12,  13,  149,  166. 
Helpfulness,  55-57;  to  Communities,'180- 

84;  to  Old  and  Feeble,  72-76. 
Herbert,  George,  68,  238. 
Heroes  of  Everyday  Life,  Coe,  186,  228, 

272. 
Heroes  of  Peace,  271-76. 
Heroism,  James,  258. 
Hidalgo  and  Bolivar,  302,  303. 
Hilda's  Christmas,  Lane,  19. 
Hill.  Mabel,  128-84,  138,  144,  151,  161, 

166,  178,  186,  200,  228,  293. 
Holland,  John  Gilbert,  12. 
Holmes,  John  H.,  187. 
Home,  The,  1-46;  Influenceof  the,  180-85. 
Honesty,  69,  238-41. 
Hood,  Robin,  104,  105. 
Hooker,  Thomas,  294. 
Hosmer,  Frederick  L.,  182. 
Hospitality,  98-102,  378. 
How  to  Find  Happy  Land,  Van  Dresser, 

105. 
How  We  Can  Serve  our  Country,  227-29. 
Howe,  Samuel  G.,  212,  225,  271. 
Human  Brotherhood,  319.  320,  338,  378. 
HumMH  Brotherhood,  Whittier,  304. 
Hundred  Vears  of  Peace,  The,  298. 


22,  54,  59,  75,  105, 


I  Love  You,  Mother,  AlKson,  81,  91, 102. 

If,  Kipling,  207. 

Immigration,  305,  306.  307. 

In  a  London  Square,  Clough,  43. 

In  Giant  Despair's  Castle,  Bunvan,  116. 

Indians,  194.  See  The  First  Thanksgiv- 
ing, 57;  The  Forgiving  Indian,  64. 

Industry,  94,  267-70. 

Influence  of  Environment,  330-32. 

Influence  of  Europe,  284-90,  291-97, 315- 
17,  333-38. 

Influence  of  the  United  States  on  Asia 
and  Africa,  307-11. 

Interdependence,  Dreier,  278. 

Interdependence  of  nations,  342-47. 

International  Commissions  of  Inquiry. 
370. 

International  Congress  on  Education, 
318. 

International  Law,  361,  362. 

International  unions,  318,  345-47. 

Introduction,  Taft,  xi. 

lyenaga,  T.,  307. 

Jack  Binns,  the  Hero  of  the  Steamship 

RepubUc,  Coe,  272. 
Jackson,  Helen  H.,  236. 
James,  William,  258. 
Japan,  Opening  of,  308,  310. 
Jataka  Tales,   10, 

125. 

Jefferson,  Thomas,  211,  297,  298,  299. 
Jewett,  Frances  G.,  144,  145,  151,  167, 

161,  166,  200,  216. 
Joan  of  Arc,  66. 
Jones  and  Sausage,  Dreier,  244. 
Jordan,  David  Starr,  299,  317,  346,  859. 
Justice  and  Honor  between  Nations,  348- 

54. 

Kant,  Emmanuel,  297. 

Keary,  A.  and  E.,  32. 

Keble,  John,  35. 

Keeping  One's  Word,  68-71,  247.    See 

also  Faithfulness,  20-26. 
Keller.  Helen,  94,  171,  242,  376. 
Kenyon,  Ellen  E.,  92. 
Kindness,  1-^6,  73,  91,  170,  175-80,  215- 

19.  See  also  Though tfulness,  and  Sym- 
pathy. 
Kindness,  Deeds  of,  Sargent,  4. 
Kindness  of  Great  Men,  27-30. 
Kindness  Returned,  105. 
Kindness  Shown  by  Good  Manners,  35- 

39. 
Kindness  to  Animals,  8-11,  18;  215,  216. 
Kindness  to  Playmates,  2-8. 
King's   White  Elephant,  The,  Babbitt, 

59. 
Kipling,  Rudyard,  10,  52,  110,  124,  125, 

207,  216,  224,  267,  278,  327,  331,  338, 

837,  342. 
Krehbiel,  Edward,  318. 

Lady  of  the  Lake.  The,  Scott,  104. 
Lamb,  Charles,  6d,  251. 


884 


INDEX 


Lane,  Martha  A.  L.,  19,  248. 

Lanier,  Sidney,  193. 

Latin  America,  313. 

Law,  Growth  of,  359-62;  keeping  the, 

160-61,  208,  252. 
Law  of  Love,  The,  Trench,  215. 
Law  of  the  Jungle,  The,  Kipling,  52. 
Leak  in  the  Dike.  A,  Gary,  22. 
Leaves  of  Grass,  Whitman,  109. 
Lee,  Gerald  S.,  240. 
Legend   of   the   Christmas   Tree,   The, 

Wheelock,  101. 
Legend  of  the  Northland,  A,  Gary,  32. 
Leonard,  Priscilla,  169. 
Lessons  for  Junior  Gitizens,  Hill,  138, 144, 

151,  161,  186,  200,  228. 
Let  it  Pass,  119. 

Letters  and  Social  Aims,  Emerson,  248. 
Lewis  and  Glarke,  190,  299,  600. 
Liberty's  Latest  Daughter,  Taylor,  282. 
Library  of  the  WoricTs  Best  Literature, 

92. 
Lichtenberger,  A,  37,  49. 
/    Lincoln,  Abraham,  27, 170, 190, 198,  211, 
^  231,  236,  239,  242,  243,  376;  When  L. 

was  a  Little  Boy,  66. 
Lindsay,    Maud,    1,    22,    69,  110,   111, 

119. 
Little  Athens'  Message,  Stephens,  171. 
Little  Philosopher,  The,  Aiken  and  Bar- 

bauld,  134. 
Little  Scotch  Granite,  248. 
Little  Shepherd,  The,  Lindsay,  69. 
Little  Six,  The,  Gabot,  208. 
Little  Wanderlin  and  Other  Tales,  Keary, 

82. 
Locksley  Hall,  Tennyson,  359. 
Longfellow,  Henry  W.,  4,  9,  10,  27,  94, 

105,  109,  177,  294,  322. 
Lost  Friend,  A,  O'Reilly,  76. 
Lounsbury,  Alice,  46. 
Love  Thou  Thy  Land,  Tennyson,  219. 
Lowell,  James  Russell,  93,    98,   99,    103, 

170,   202,    208,   232,    234,    250,    326, 

354. 
Loyalty  to  Public  Officials,  164-68. 

McGlenny  Nurses,  The,  Barton,  217. 
MacDonald,  George,  45,  160. 
McLean,  Stuart,  175. 
McSkimmon,  Mary,  1-85. 
Making  Others  Happy,  16-20. 
Mann,  Horace,  66. 
Many  in  One,  202-05. 
Mead,  Edwin  D.,  271. 
Measure  for  Measure,  Shakespeare,  8T. 
Members  One  of  Another,  Saadi,  337. 
Memorabilia,  Xenophon,  119. 
Mencius,  133. 

Minor  Odes,  She  King,  133. 
Missionaries,  311. 
Mr.  Lee's  Plumber,  Lee,  240. 
Modem  Bayard,  A,  Richards,  225. 
Men  Petit  Trott,  Lichtenberger,  37,  49. 
Monroe  Doctrine,  The,  301,  302,  313, 
814. 


More  Mother  Stories,  Lindsay,  1,  69, 110, 

Mother  Stories,  Lindsay,  1,  111. 
Mukden,  battle  of,  356. 
My  Kate,  Browning,  102. 
My  Love,  Lowell,  103,  232. 

Nation,  The,  Gabot,  185-229. 
National  Gharacteristics,  328-32. 
Nationalism,  War  and  Society,  Krehbiel. 

317,  318. 
Nations,  neutral,  357,  358. 
Nature  Myths,  Book  of,  Holbrook,  32. 
Nature  Study.    See  Kindness  to  Animals, 

8-12;  Protection  and  Gare  of  Plants, 

43-46. 
Need  of  a  Course  in  Citizenship,  xv. 
Neighbor  Mine,  145. 
Neighbor,  Who  is  My,  87-90. 
Neighborhood,  The,  86-127. 
Neighborliness,  120,  124,  125. 
Nettleship,  R.  L.,  182. 
Newbolt,  Henry,  136. 
Newton,  Sir  Isaac,  115. 
Night  with  a  Wolf,  A,  Taylor,  10,  48,  49, 

89. 
Night's  Adventure  on  the  Ohio  River, 

A,  Thomas,  261. 
Nightingale,  Florence,  338,  341. 
Noiseless,  Patient  Spider,  A,  Whitman, 


Obedience,  52-55. 

Obedience  to  Community  Laws,  160-64. 

Obeying  the  Law,  O'Brien,  182. 

O'Brien,  Sara  R.,  4,  182,  187,  200.  205. 

Ode  sung  at  the  opening  of  the  Interna- 
tional Exhibition,  Tennyson,  332,  367. 

Ode  to  Duty,  Wordsworth,  52. 

Oglethorpe,  James,  294,  295. 

Old  and  Feeble,  Helpfulness  to  the,  72- 
76. 

Old  Dog  Tray,  Kenyon,  92. 

Old  Man  and  his  Sons,  The,  205. 

O'Reilly,  John  Boyle,  2,  76,  195,  284. 

Other  Homes  Than  Ours,  62-64.  See  also 
Foreign  Lands. 

Our  Beginnings  in  Europe,  284-91. 

Our  Country,  Whittier,  315. 

Our  Public  Safety,  Bloomfield,  157. 

Our  Young  Folks,  105,  243,  261,  269. 

Overseer  of  the  Poor  Story,  An,  Hill,  151. 

Ox  Who  Won  the  Forfeit,  The,  Babbitt, 
10. 

Palma,  Estrada,  352. 
Panama  Canal,  314,  315,  323. 
Pan-American  Conferences,  314. 
Pan-American  Union,  The,  Barrett,  800, 

302,  303. 
Pan-American  Union,  314,  346. 
Paracelsus,  Browning,  68. 
Parkman,  Francis,  269,  291,  293,  296. 
Pasteur,  Louis,  151,  196,  269,  377. 
Pathfinders,  The,  Tappan,  190. 
Patience.  See  Perseverance,  Cheerfulness. 


INDEX 


385 


Patriotism,  185,  189,  218-£3,  271,  272. 
Peace  among  the  Children,  76-80. 
Peace  among  Neighbors,  119-;123. 
Peace  Association  of  Friends  in  America, 

170,  171. 
Peace  Conferences,  314, 820,  321,  367-73. 
Peace  Making,  40-43. 
Peace  of  Dives,  Kipling,  342. 
Penn,  William.  189.  294.  295. 
Permanent  Court  of  Arbitration,  370-72. 
Perry.  Commodore.  308,  309,  310. 
Perseverance,  93-98. 
Perseverance  Wins,  95. 
Philippine  Islands.  309,  310,  811. 
Piccola,  Thaxter,  9,  60. 
Pilgrim  Fathers,  The,  O'Reilly,  284. 
Pilgrim's  Progress,  The,  116. 
Pilgrims,  The.  O'Brien,  200. 
Pioneers.  187-93. 

Pioneers!  O  Pioneers,  Whitman,  188. 
Pitt,  William,  296,  299. 
Plan  of  Course  in  Citizenship,  xvi. 
Plants,  Protection  and  Care  of,  43-46. 

See  also  Nature  Study. 
Piatt,  Clara,  79. 
Playmates,  Kindness  to,  2-8. 
Poetical  Works  of  Alice  and  Phoebe  Gary, 

2-2,  32,  77,  99,  103,  120. 
Police  Department,  154-60,  156. 
Policeman  at  the  Comer,  The,  Robinson, 

279. 
Politeness.  See  Good  Manners,  Courtesy. 
PoUyanna,  Porter,  115. 
Poor,  Care  of  the,  150-54,  216. 
Porter,  Eleanor  H.,  115. 
Postal  Union,  The  Universal,  845. 
Prelude,  The,  Wordsworth,  30. 
Primary  Moral  Lessons,  Cowdery,  64. 
Printing,  334. 

Prometheus  Unbound,  Shelley,  114. 
Promised  Land,  The,  Antin,   171,   195, 

198,  306,  376. 
Protection  and  Care  of  Plants  and  Flow- 
ers, 43-46. 
Public  Good,  The,  Dole,  165. 
Public  Health  and  Public  Charity,  148- 

54. 
Public  Officials,  164. 
PubUc  Property,  Care  of,  142-47. 

Quails,  The,  125. 
Quarrels,  Avoiding,  40-43. 

Radcliffe- Whitehead,  Jane  Bird,  194. 
Red  Cross,  The,  190,  207,  216,  217,  271, 

338-40,  341. 
Red  Cross  Spirit  Speaks,  The,  Finley,  354. 
Reed,  Walter,  377. 
Regard  for  Civic  Beauty,  263-66. 
Regard  for  the  Truth,  246-50. 
Religious  motives  in  colonization,  293. 
Reminiscences  of  Carl  Sohurz,  306. 
Reply  to  an  Address  of  Welcome,  Lincoln, 

198. 
Respect  for  Authority,  21,  102.  159. 
Responsibility  of  Each  Citizen,  205-10. 


Responsibility  for  Cleanliness  and  Care, 

12-16. 
Reverence,  250-58. 
Richards.  Laura  E..  2,  14,  32,  95,  109, 

212,  221,  225,  234,  268. 
Rivalries,  290.  295. 
Riverside  Literature  Series,  4,  9,  10,  21, 

32,  45,  49,  59,  94,  99,  105,  109. 
Robin  Hood.  Pyle.  105. 
Robinson,  Louise,  279. 
Roderick  Dhu,  104. 
Roman  influence,  287,  333. 
Root,  Elihu,  323. 
Rossetti,  Christina  G,,  32,  73,  95. 
Rush-Bagot  Agreement,  300. 
Ruskin,  John,  66,  267. 

Saint  Francis,  28,  190. 

Saint-Gaudens,  195. 

Saint  Matthew,  Keble,  85. 

Sala,  G.  A.,  164. 

San  Martin,  303,  304. 

Schermerhom,  M.  K.,  328. 

School  and  Playground,  47-85. 

School  Curriculum,  relation  of  course  in 

citizenship  to,  xviii. 
Schoolhouses,  137-41,  146. 
School,  Influence  of  the,  136-41. 
School  Reader,  A,  Coe,  05. 
School  System  Story,  A,  Hill,  138. 
Schools,  appreciation  of  public,  137, 138- 

41. 
Schurz,  Carl,  306. 
Scott,  Sir  Walter,  4,  104,  220. 
Select  Stories  and  Quotations,  269. 
Self-Control.  See  also  Cheerfulness  under 

Defeat,  Perseverance,  258-63. 
Self-government,  199,  295,  377. 
Servant  of  All,  The,  Keary,  82. 
Service,  Sill,  16. 

Service  in  the  World  Family,  374-80. 
Service,  Ways  of,  90-93. 
Shakespeare,  87,  90. 
She  King,  133. 
Shelley,  Percy  Bysshe,  114. 
Sheridan,  General,  362. 
Sick,  Care  of  the,  149,  150,  216-19. 
Sidney,  Sir  Philip,  27. 
Significance  of  the  Eighteenth  of  May, 

Andrews,  321,  373. 
Sill,  Edward  Rowland,  16,  55. 
Sir  Bobbie,  Piatt,  79. 
Smith,  John,  294. 
Snow-Bird,  The,  Sherman,  12. 
Social  Aims,  Emerson,  246. 
Social  Service,  215-19. 
Socrates,  119. 
Soldier's  Speech,  A,  223, 
Somebody  s  Mother,  Anon.,  73,  284. 
Song  of  the  Broad-Axe,  Whitman,  128. 
Song  of  Peace,  Schermerhorn,  328. 
Sonnet,  Lowell.  250. 
Sonnet  Sequence.  A.  MacDonald,  160. 
Spark   Neglected  Burns  the  House,    A. 

Tolstoy,  120. 
Sparrows,  The,  Thaxter,  100. 


INDEX 


Squirrel's  Devotion,  The,  95. 

Statue  of  Sherman,  The,  Van  Dyke,  196. 

Steam-Engine,  The,  335. 

Stephens,  Anna  D.,  171. 

Stevenson,  Robert  Louis,  4,   28,  68.  63, 

66,  99,  224. 
Suppose,  Gary,  4,  77. 
Swedenborg,  Emmanuel,  170. 
Symonds,  John  Addington,  180. 
Sympathy,  47-52,  232-38. 

Taft,  William  H.,  xi,  866. 
Talks  on  Citizenship,  Dole,  165. 
Talks  to  Teachers,  James,  259. 
Tappan,  Eva  March,  144,  190,  220,  286. 

287,  289,  290,  291,  841. 
Taylor,  Bayard,  10,  27,  48,  49,  89,  110, 

282. 
Tennyson,  Alfred,  208, 219,  332, 366, 369, 

367. 
Thanksgiving,  57,  199,  200. 
Thaxter,  Ceha,  9,  45,  60,  100,  206. 
Things  that  Belong  to  Us  All,  The,  Dole, 

146. 
Thirteen  Jeweled  Letters,  The.  Van  Dres- 
ser, 105. 
Thomas,  Martha  M.,  261. 
Thoughtfulness,  102-04. 
Three  Sieves,  The,  103, 
Three  Years  with  the  Poets,  Hazard,  2, 

9,  18,  21,  41,  54,  193. 
Thrift  and  Industry,  267-70. 
To  a  Child,  Wordsworth,  44. 
Together,  Kipling,  124. 
Tolstoy,  Leo,  xix,  99,  119,  120, 195,  224. 
Tom,  the  Chimney  Sweep,  14. 
Town  and  City,  128-84. 
Town  and  City,  Jewett,  144,  145,  151, 

157,  161,  166,  200,  216. 
Training  a  Junior  Citizen's  League,  Hill, 

178. 
Trench,  Richard  C,  215. 
Troilus  and  Cressida,  Shakespeare,  90. 
Troop  of  the  Guard,  Hagedom,  148. 
Trott  Goes  Driving,  Lichtenberger,  49. 
Trott  Makes  a  Visit,  Lichtenberger,  37. 
Trowbridge,  C.  R.,  174. 
Trustworthiness.    See  Faithfulness,  20- 

26.   Keeping  One's  Word,  68-71. 
Truthfulne^)3    (see    also   Keeping   One's 

Word),  68-71,  104,  239,  246-50. 
Tsin  Sin,  Mencius,  133. 
Twenty-three  Tales,  Tolstoy,  119,   120, 

224. 
Two  Noble  Lives,  Richards,  212,  221, 225. 

Ugly  Duckling,  The,  Andersen,  27. 

Umberto,  King,  Edmondo  de  Amicis,  252. 

Unfortunate,  Care  of  the,  150,  151-54, 
218. 

United  States  a  Melting-Pot  for  Nations, 
The,  ?04-7,  324.. 

United  States  and  the  American  Conti- 
nent, The,  311-15. 

United  Stiitcs  and  the  World,  The,  282- 


United  States  and  the  World's  Culture, 

The,  315-18. 
United  States  and  World  Brotherhood, 

The,  318-22. 
United  States  Boy  Scout,  The,  162. 
United  States  in  the  Napoleonic  Period, 

297-300. 
Unselfishness,  104-08.    See  alto  Making 

Others  Happy. 

Van  Dresser,  Jasmine  S.,  105. 

Van  Dyke,  Henry,  195. 

Victoria,  Queen,  66. 

Vision  of  Sir  Launfal,  Lowell,  98,  170. 

Vista,  A,  Symonds,  180. 

Vital  Lampada,  Newbolt,  136. 

Waiting,  Burroughs,  72. 
Walker,  Evelyn  D.,  17. 
War,  Effects  of,  354-58. 
Washington,  Booker  T.,  66,  271. 
Washington,  George,    xx,    66,  211,  281, 

242,  260,  296,  848;  The  Childhood  of, 

66. 
Wavs  of  Service,  90-93. 
Wellington,  Lord  Arthur,  54,  55, 
Wellington  and  The  Plowboy,  64. 
Westmmster  Bridge,  Wordsworth,  142. 
Westphalia,  Peace  of,  349,  360.      . 
Weyl,  Walter  E.,  319. 
What  Americans  Started  with,  285. 
What  is  Good,  O'Reilly,  2. 
Wheelock,  Lucy,  101. 
When  the  Dogwood  Blooms,  Lounsbury, 

46. 
White  Man's  Burden,  The,  Kipling,  337. 
Whitman,  Walt,  109,  128,  188. 
Whittier,  John  Greenleaf,  133,  251,  257, 

272,  304,  315. 
Who  is  my  Neighbor,  87-90. 
Wilson,  Woodrow,  311,  320,  324. 
Winter's  TwiUght  in  Provence,  A,  Gilder, 

318. 
Winthrop,  John,  189,  294. 
Wolcott,  Roger,   170. 
Wolf  of  Gubbio  (Agobio),  28. 
Women's  Municipal  League  of  Boston, 

170,  377. 
Wordsworth,  William,  30,  44,  52,  142, 

154,  297. 
Work,  Good,  109-13,  277,  278. 
Working  Members  of  Society,  276-^1. 
Working  Together,  124-27. 
World  brotherhood,  284. 
World  Citizenship,  376-80. 
World  Conferences,  367-73. 
World  Culture,  317,  318. 
World  Family,  The,  Andrews,  326-80. 
Worid  Hospitality,  378. 
World  Peace  Foundation,  321. 
Worship  of  Nature,  J.  G.  Whittier,  267. 

Xenophon.  119. 

Young  Citizen,  The,  Dole,  133,  138,  140, 
161,  166,  187,  220,  229. 


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The  author  is  the  Professor  of  Education,  Teachers  College,  and  one  of  the  leaders  ii. 
the  movement  for  the  closer  adaptation  of  public  schools  to  the  actual  needs  of  youth. 
40  cents.     Postpaid. 

PREVOCATIONAL  EDUCATION 

By  Frank  M.  Leavitt  and  Edith  BrowP 
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THE   PEOPLE'S   SCHOOL  By  Ruth  Mary  Weeks 

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VOCATIONS   FOR   GIRLS     By  Mary  a.  Laselle and  Katherine  Wiley 
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THE   HOME   SCHOOL  By  Ada  Wilson  Trowbridge 

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economics.    75  cents.    Postpaid. 


An  account  of  a  unique  and  successful  experiment  in  teaching  practical  household 
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VOCATIONAL  EDUCATION 

By  David  Snedden,  Ruth  Mary  ^Veeks,  and  Ellvtrood  P.  Cubberley 

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INDUSTRIAL  EDUCATION  :  Its  Problems,  Methods,  and 

Dangers  By  Albert  H.  Leake 

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worker.     $1.40.    Postpaid. 

ESTABLISHING  INDUSTRIAL  SCHOOLS 

By  Harry  Bradley  Smith 
A  practical  discussion  of  the  steps  to  be  taken  in  establishing  industrial  schools.  75 « 
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GEOGRAPHY 

HOME  LIFE  AROUND  THE  WORLD 

By  George  A.  Mirick,  former  Assistant  Commissioner  of 
Education  in  the  State  of  New  Jersey.  Illustrated.  64  cents, 
net.    Postpaid. 

This  supplementary  geographical  reader  carries  the  children  around 
the  world,  showing  them,  on  their  own  plane  of  understanding,  the  home 
life  of  the  various  countries,  and  the  close  relation  between  man  and 
nature.  The  information  is  conveyed  in  stories  centering  about  the  ac- 
tivities of  children.  Each  chapter  is  based  on  the  WTitings  of  several  trav- 
elers of  authority,  not  on  the  personal  observation  of  one. 

A  striking  feature  of  the  book  is  its  illustrations.  There  are  more  than 
100  of  these,  mostly  from  the  unusual  collection  of  Burton  Holmes,  the 
well-known  traveler  and  lecturer.  Besides  the  title,  each  picture  has  a  set 
of  comments  and  questions  which  lead  to  a  genuine  "  picture  study." 
There  are  also  helpful  suggestions  to  teachers  and  pupils  for  the  most 
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THE  BRITISH    ISLES 

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This  textbook  in  the  geography  of  the  British  Isles  makes  an  appeal 
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is  accomphshed  through  the  author's  method  of  making  the  text  the  rec- 
ord of  a  journey  of  -31  party  of  boys  and  girls  through  England,  Scotland, 
Irexain2,  and  Wales. 

The  Introduction  and  Appendix  furnish  the  essential  facts  of  location, 
physical  features,  climate,  productions,  and  contrasts  with  our  country. 

REPRESENTATIVE  CITIES  OF  THE 
UNITED  STATES 

A  Geographical  and  Industrial  Reader 
By  Caroline  W.  Hotchkiss,  Instructor  in  the  Horace  Mann 
School,  New  York  City.     Illustrated.     76  cents,  «<?/.     Post- 
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Each  of  the  cities  described  in  this  book  is  the  center  of  the  industries 
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pupil. 

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THE  WOODS  HUTCHINSON 
HEALTH  SERIES 

BY  WOODS  HUTCHINSON,  M.D. 

An  ideal  course  in  physiology  and  hygiene  for  elementarj 
Schools  by  a  writer  of  international  reputation  as  physician, 
teacher,  and  author. 

THE  CHILD'S  DAY 

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immeasurably  increase  his  happiness  and  usefulness. 

COMMUNITY    HYGIENE 
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With  the  awakening  of  the  social  conscience  we  now  realize 
that  health  is  merely  the  result  of  right  living,  and  that  Its 
principles  cannot  be  taught  too  early.  Community  Hygiene 
IS  a  series  of  plain  common-sense  talks  to  fifth  and  sixth 
grade  children  on  how  the  home,  the  school,  and  the  commu- 
nity cooperate  to  make  them  strong,  healthy,  useful  citizens. 

A  HANDBOOK  OF  HEALTH 

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An  authoritative  and  fully  equipped  textbook  giving  practi- 
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and  advice  of  the  medical  profession  of  to-day. 


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